This qualitative study investigated corrective feedback types in multicultural classrooms. The qualitative design allowed the researcher to observe teachers while they provided corrective feedback as students failed to produce correct form. For the purpose of this study, the researcher observed three teachers in 11 different sittings in total in a university in the USA. The classes observed were beginning to intermediate level speaking, listening and pronunciation classes. The researcher also interviewed each teacher. Note taking was the data collection tool during the interviews and the observations. The study revealed that the teachers were sensitive to the native culture of the students. In addition, eight types of error correction were identified.However, multicultural nature of the classes affected only one of the error correction types.