The purpose of this study was to investigate four Swedish upper secondary teachers' reasoning about their own corrective feedback strategies in oral EFL learning environments, and how their reasoning correlated to previous research in the subject.The research was carried out by using the qualitative method of interviewing aselection of teachers. Four teachers of English as a foreign language from one Swedish upper secondary school participated in semi-structured pair-interviews.The study found that the participating teachers’ perceptions and use of corrective feedback corresponds to a large extent with the findings of previous research, saying that teachers in various contexts prefer more implicit means of corrective feedback,but that they would adapt their strategies depending on the learner, error type, and the focus of the lesson. The result also suggested that although the teachersreportedly make conscious choices when selecting a corrective feedback strategy, they sometimes have to choose between using a strategy that promotes learning orusing a strategy that will cause the least amount of inconvenience for the learner.The conclusion was made that the teachers of the study are aware of their own corrective feedback strategies to some extent, which also corresponds with the results of previous research, but that their awareness is not always sufficient, and their strategies might not be as effective as the teachers think.