There are a number of studies on teachers' corrective feedback and students' uptakes in immersion settings, but the majority is carried out in the North American context. Based on limited data, "the counter­-balance hypothesis" was proposed by Lyster and Mori (2006) to explain distributions of teacher feedback and students' uptakes in French and Japanese immersion classrooms. In order to shed further light, the current study explores (1) how the distribution of teacher feedback and students' uptakes are observed in an English immersion school in Japan (i.e., the Asian context), and (2) whether the data supports the counter­-balance hypothesis. From observing three English immersion teachers' and their students' classroom talk in math and science lessons, their utterances were recorded, transcribed, and analyzed. The results revealed that the pattern of teacher feedback was similar to that of the previous findings but not the pattern of students' uptakes and that the counter­-balance hypothesis could not explain this phenomenon.