Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing, are not well understood. In this exploratory case study, the feedback practices and beliefs of seven teachers at a private language institution in the United Arab Emirates were investigated to uncover how Task 2 feedback is undertaken. A mixed-methods design was adopted to investigate three aspects of teacher response to 104 Writing Task 2 practice compositions: (1) the textual features that teachers focused on; (2) error treatment and commentary techniques; (3) the perceptions and motivations underlying the practices identified. It was revealed that most corrective feedback was grammar-focused, while teachers' comments tended to relate to a learner's response to the task, as well as grammar. Feedback techniques varied noticeably in nature and scope, with a preference for 'appropriating' techniques such as direct correction of errors and prescriptive comments. It was concluded that teachers adopted idiosyncratic techniques and methods based on their experience, personal beliefs, and theories about feedback.