Oral corrective feedback, a key aspect of second language teaching, has received extensive research attention. However, little is known about whether and how professional development (PD) activities influence teachers' beliefs and classroom practices regarding oral corrective feedback. This case study investigates the effects of a targeted PD program on one experienced teacher's feedback beliefs and practices. The program comprised a workshop facilitating the teacher to discuss recent research findings regarding corrective feedback in language classrooms and experiential learning and reflective activities for 8 weeks. The data included semistructured interviews, three sources of written reflections, and classroom observations conducted over 17 weeks. The findings showed that although the teacher had already been positive about the importance of corrective feedback in teaching and learning, she underwent several considerable changes in her beliefs regarding the types and timing of feedback. The findings also showed some considerable changes in her actual feedback practices. Implications for teacher PD programs are discussed.