Despite the vast research on the area of corrective feedback, little is known about the views of Non-Native Mexican teachers and learners about this issue. The overall picture that emerges from the literature is fuzzy since research on the efficiency of corrective feedback has been inconclusive and the factors that affect the provision of feedback are numerous. Although teachers and learners have been the focus of this controversial area of research, there seems to be a discrepancy between teachers’ and learners’ views and expectations concerning corrective feedback. This book includes two case studies carried out in the Mexican higher education context of English language learning and focuses on teacher and learner beliefs about corrective feedback. Each case study included seven English teachers and twenty one of their students. One of the outcomes of this research was a series of teacher meetings where the participants explored the literature on corrective feedback and shared their views and corrective feedback practices. This book may be especially useful for latin american teachers and researchers interested in corrective feedback in general.