Corrective Feedback (CF) is a pedagogical strategy used by teachers to draw students’ attention to errors in their language use, helping them modify or correct these mistakes. This degree project aims to explore Swedish teachers’ and students’ perspectives on the use of Oral Corrective Feedback (OCF) in their English as Foreign Language (EFL) classrooms through conducting semi-structured interviews. It specifically focuses on what OCF strategies teachers find challenging and which ones they think may support language development. In addition, the study explores how students perceive these feedback strategies. Based on classroom observations, the study also seeks to identify the most frequent OCF strategies employed by a total of four teachers of the Swedish upper.secondary courses English 5 and English 6 to address speaking errors in students’ spoken language. The result shows that teachers commonly use recasts, elicitation, clarification requests, and metalinguistic feedback. According to the teachers who were interviewed, metalinguistic feedback was effective but challenging to manage due to time constraints. Students had mixed perceptions of feedback: some preferred direct corrections for clarity, while others favored indirect methods for fostering reflection and reducing criticism