That oral teacher feedback influences learning opportunities in classroom settings is found across language learning research, though there remains a lack of empirical evidence concerning how "and" why teachers construct their feedback turns "in situ." The current paper begins to address this by uncovering how one English as a Second Language (ESL) teacher systematically constructs the positive feedback turn when addressing what she orients to as correct learner responses to her initiations, and the factors found in the discourse to influence her real-time decisions. Utilizing the framework of conversation analysis (CA), three distinct teacher practices emerge from the data: "giving positive assessment," "inviting peer assessment," and "implying positive assessment." Each practice is detailed with a focus on the sequential environments in which they occur and their varied constructions. As evident in the discourse, central to this teacher's systematic use of these practices is maintaining interactional flow and ensuring information clarity with all learners in the class in relation to the goals of the immediate talk. The findings contribute to both the positive feedback and language learning literatures by illustrating the dexterity teachers possess in deciding how to address multiple factors simultaneously when providing feedback.