Corrective feedback (CF) is an important part of effective instruction, and a rich body of research has investigated how best to implement various CF strategies and approaches. Researchers have increasingly become aware of individual differences that have an impact on the effect and effectiveness of CF. One area of individual difference that has been shown to influence learning outcomes is personality; yet, findings have been inconsistent, and the influence of learners' personality traits on oral CF effectiveness has largely been neglected. This study aimed to fill this gap by investigating how learners with different personalities experience and benefit from different types of oral CF. Situated in an intact class of adult language-learners in an academic context, data collection included a Five Factor Model (FFM) personality test, video and audio recordings of classroom activities, and individual interviews/stimulated-recall sessions. The findings of this study suggest that personality traits do appear to play a role in how students experience CF. Relationships between global FFM personality traits and CF response emerged: competitiveness and perfectionism characteristics appeared influential, and a possible interaction between agreeableness and neuroticism is discussed. Pedagogical implications are suggested.