The current chapter focuses on two main stakeholders of corrective feedback: teachers and learners, and it discusses whether and how teachers’ and learners’ beliefs or attitudes toward corrective feedback impact the effectiveness of corrective feedback. Previous research on both oral and written corrective feedback is reviewed. In terms of teachers’ beliefs of corrective feedback and their feedback practices, some research findings showed that teachers’ beliefs are not always in line with their actual classroom practices related to the use of different types of oral corrective feedback. Learners’ beliefs about the effectiveness of corrective feedback, particularly written corrective feedback, were found to be an important factor of learner engagement with corrective feedback. Recent corrective feedback research claims that teacher and learner beliefs are not static. Accordingly, the current literature review shows methodological changes over time, capturing the situational and dynamic patterns of learners’ and teachers’ beliefs about corrective feedback. The overall findings suggest that teachers’ and learners’ beliefs about CF are multifaceted and could be impacted by various contextual factors.