This paper discusses the results of surveying 16 experienced teachers(group 1) and 16 less-experienced ones(group 2) about types of corrective feedback they have used in elementary school English classrooms. The results of this study are as follows: (1) Conversational recasts are used most frequently and they are the most preferable and thought to be the most effective. However, there is no significant difference between both groups in terms of frequency, preference and effectiveness of conversational recasts. Conversational recasts are used so as not to interrupt the flow of students’ conversations and give them emotional pressure. (2) Repetition is used most frequently, but elicitation is the most preferable and thought to be the most effective for prompting students to reformulate their own utterances. However, there are no significant differences between both groups in terms of frequency, preference and effectiveness of repetition and elicitation. (3) Comprehension checks are used more frequently than confirmation checks, but the latter is more preferable and thought to be more effective than the former. Confirmation checks are used more frequently and they are more preferable for group 1, whereas comprehension checks are used more frequently and they are more preferable for group 2. Both groups think they are equally effective. However, there are no differences between both groups in terms of frequency, preference and effectiveness of confirmation and comprehension checks. The results of this study are expected to help teachers recognize focus on form techniques and utilize a variety of corrective feedback eclectically in elementary school English classrooms.