The number of English learners (ELs) in U.S. schools continues to increase rapidly. Schools often struggle with the issue of providing English language instruction that does not interfere with ELs' content instruction. Many instructors are turning to coteaching: a content teacher and an EL teacher working together to meet the English and content needs of ELs. Researchers and educators have reported benefits for ELs and teachers in a cotaught classroom; however, difficulties also exist, including the well-documented problems related to lack of mutual planning time and tension as coteachers negotiate their roles. There is another potential challenge that is rarely addressed in the research: the provision of error feedback (EF) to ELs in front of non-English-speaking (NES) peers. Coteachers who are untrained to deliver EF or have different approaches may confuse students, and feedback delivered in front of NES peers is potentially stigmatizing and embarrassing. This article provides a background in coteaching as it is relevant to EF and examines the options for EF in the cotaught content classroom, ultimately offering guidance in unobtrusive, yet effective, EF delivery. Implications for teachers and researchers are discussed.