This research investigates the role of oral corrective feedback on teacher-student interaction at public school in Surakarta. This study recruited two Indonesian pre-service teachers who taught English during their teaching practicum at one of the public schools in Surakarta. Using qualitative case study methods, the data were collected through observations, interviews, and document analysis to figures the pre-service teacher’s experiences. The data were analyzed using an interactive model including data collection, data condensation, data display, and conclusion. This study found that the use of teacher’s oral corrective feedback types which consider about the response from students and the right strategy importantly improved the students to learning English especially speaking skill. It also revealed that oral corrective feedback is a crucial strategy to influence the teacher-student interaction that the impacts directly to the students, confirming the theory that feedback is one of the strategies for increasing good teacher-student interaction.