This thesis provides an insight to perceptions and practices regarding oral negative feedback in Norwegian upper secondary education, through a triangulation of methods. The thesis confirms previous findings that there are major divergences between students and teachers views and opinions about oral negative feedback in the classroom. Whereas the majority of students are positive towards the facilitative effects of receiving negative feedback, the teachers are hesitant towards providing it. Classroom observations and teacher interviews confirm this reluctance. Furthermore, the study shows that the percentage of oral errors responded to in Norwegian classrooms is remarkably low compared to previous research, and the negative feedback that is provided almost unanimously consist of implicit recasts. This indicates that practices in Norwegian schools are not in accordance with what newer research has found to be effective for acquisition. The findings highlight the importance of conducting research in Norway, as research on negative feedback in countries with different language proficiencies, education cultures, and curricula may differ considerably from the Norwegian classroom. Gathering knowledge about perceptions and practices in Norwegian schools is vital in order to give further suggestions for teaching practices and teacher training programs, and this thesis makes an important contribution in that respect.