This paper explores how novice doctoral co-supervisors develop a reflective individual identity, with particular emphasis on the role of feedback from others. Grounded in the theoretical framework of local sociology, the study draws on in-depth interviews with 25 co-supervisors from two research-intensive universities in Sweden. The transcribed interviews were analysed using reflexive thematic analysis. The findings reveal that feedback is most often received from spouses, partners, colleagues in other departments, and former supervisors–rather than from current members of the supervisory team. Furthermore, the results underscore that feedback serves to define role boundaries, support reflection, and functions as a relational resource, though it is not equally accessible to all. In conclusion, the study recommends the development of a shared understanding of the co-supervisory role, enhanced communication and feedback within supervisory teams, and the promotion of a supportive supervision culture. These measures can help strengthen the overall quality of doctoral education.