This research aims to explain teachers’ beliefs and practices regarding the timing and types of oral and written CF in an EFL context. This research used a qualitative research and a descriptive research study. The participants of this research are three English teachers at SMPN 30 Semarang in the academic year 2023. Three EFL teachers had been selected through convenience sampling. The researcher collected the data through interview, observation, and documentation. The method of analysis technique employed data reduction, data display, and conclusion drawing and verification. The findings revealed both consistencies and inconsistencies between teachers’ beliefs and their practices in the classroom. All informants believed that both oral and written CF were crucial to be implemented during teaching-learning activities. Regarding Oral Corrective Feedback (OCF) timing, two teachers showed inconsistency by only providing immediate feedback in their classrooms. In contrast, one teacher showed consistency by conducting immediate feedback. Regarding the types of OCF, most teachers preferred to use explicit correction the most and meta-linguistic feedback in practice even though they stated other feedback types in their interviews. The finding revealed consistency in the types of WCF. All teachers tended to use Direct feedback, yet one teacher didn’t conduct WCF. In conclusion, the inconsistency between teachers’ beliefs and practices is a common phenomenon in teaching teaching-learning process and thus, could be regarded as a chance rather than a fault.