Through a qualitative case study, the present study explored the corrective feedback practices employed by teachers during the conduct of classes during face-to-face learning in the Philippines. The frequency of giving oral corrective feedback as well as the type of spoken errors corrected by teachers was considered. The results revealed that teachers correct grammatical, phonological, and lexical errors of learners but the frequency of oral CF depends on the learners’ level of proficiency and the teacher’s belief in language teaching. When correcting errors, teachers use different strategies. The overall result indicates that some teachers focus on both meaning and structure when providing oral CF while other teachers focus on meaning or structure only.