The focus of this study is to explore EFL teachers' beliefs and perceptions when they use oral corrective feedback (OCF) techniques in post-basic schools in Oman. The study addressed some aspects of OCF, such as its importance, types, the ideal time for its provision, and its effectiveness in improving learners' uptake. Data collected for this study included a questionnaire with 42 teachers from 7 regions in Oman and semi-structured interviews with five experienced teachers in Salalah post-basic school. Findings showed that teachers highly valued the efficacy of OCF and expressed positive attitudes towards using it in their classrooms. Interestingly, their beliefs favored more implicit feedback types such as elicitation and repetition which are not highly valued in observational studies about OCF in different contexts. Furthermore, recasts and explicit corrections, which are two explicit OCF highly valued techniques that are used extensively in many observational studies, were one of the least preferred according to teachers' beliefs in Oman. An explanation for teachers in Oman's preference for implicit OCF might be attributed to their wide range of teaching experiences which led them to manipulate their OCF techniques to suit their student's different proficiency levels. The findings of the study were analyzed quantitively and qualitatively to find congruence and incongruences between teachers' beliefs in Oman concerning OCF and teachers' beliefs in other contexts. In addition, they are interpreted according to contextual factors and teachers' experiences. Regarding teachers' beliefs about the timing of OCF provision, teachers were divided between immediate and delayed feedback however, they inclined more toward delayed feedback due to the disruption of immediate feedback on the flow of their student's oral production. The findings of this study provide evidence that teachers' preference for implicit is beneficial for their learner's interlanguage development and support improving their uptake. These findings could also be a valuable reference for teachers in Oman to reflect on their beliefs and practices to evaluate how they use OCF techniques in their classrooms. They also could be helpful to novice teachers in Oman who have little knowledge about OCF techniques and seek to vary their techniques with their learners' different proficiency levels. Thus, instead of depending on one or two OCF techniques, those teachers could choose between the wide range of OCF used in this study to find the most suitable ones which could support their learners in different teaching contexts with varied learning proficiency.