The research reported on a qualitative study of feedback given in one Finnish pre-primary education group which integrated English into the programme as a first foreign language. The study was based on the authentic video-recorded observations of actual pre-primary teaching sessions (N = 11 lessons). The findings suggested that the reactions of the teachers to child errors depended on the types of errors made by children. The study discussed the tension present in feedback giving when balancing between the aim of maintaining the early interest of children in language learning and the purpose of paying attention to correct ways of using the target language. The data were analysed by means of ethno-methodological conversation analysis.