This study examined the EFL teacher’s beliefs and classroom practice on oral corrective feedback regarding the number, type, and timing of oral corrective feedback. This study applied a case study as the research method. This study took place in one of the high schools in Surakarta. The participant of the study is an EFL teacher. The researcher applied semi-structured interviews to discover the teacher’s beliefs on oral corrective feedback regarding the number, type, and timing. The researcher also observed the teacher’s practice in performing oral corrective feedback in the class. This research applied interactive model of analysis to analyze the data. The finding from interviews was that the teacher did not correct the students frequently and preferred metalinguistic feedback and delayed feedback. In practice, the teacher corrected the student frequently, performed mainly recasts, and put mostly delayed feedback. The findings revealed a discrepancy between the teacher’s beliefs and their practices regarding the number and type, but consistency in the timing of oral corrective feedback used. This research highlights the importance for EFL teachers to reflect on their beliefs and align their practices with appropriate and effective oral corrective feedback strategies in the classroom.