The present study investigated the effect of role playing observation on the learning of counseling techniques in terms of understanding the educational content and the feelings of the observers. The learning effect was assessed via the use of feedback after the role play. We divided the university teacher training course students into three groups: a group with feedback (FB group), a group without feedback (non-FB group), and a control group (non-role playing and feedback). We then analyzed the reaction of each group by examining the replies to client utterances, the degree of understanding of the educational content, and the feelings of the observers. The results suggested that observer understanding was promoted by imagining their own replies to the client in the role play, and a strong interest in the role play by the observers was shown during the observation. Moreover, the results suggested that an understanding of the replies generated by the client story was promoted by the feedback in which the points made in the replies were clarified.