This mixed method study aimed to investigate (i) EFL instructors' beliefs about written corrective feedback (WCF) (ii) whether these beliefs are congruent with their classroom practices. Firstly, a questionnaire was administered to 25 English instructors to understand their beliefs regarding WCF. Later, randomly chosen 175 student writing assignments corrected by the same instructors were collected. WCF actions were categorized under four headings to evaluate instructors' classroom practices. Finally, five instructors were interviewed to understand their beliefs and underlying reasons of WCF practices in class. The overall study findings indicated that most of the instructors believe in the benefits of WCF. However, the analysis of writing assignments identified some mismatches among instructors' beliefs they stated in the questionnaire, interviews sessions and also their classroom practices. Qualitative findings displayed that the discrepancies mainly stem from time constraints, low levels of students, and not having a general policy about error correction. In the light of the findings, there is a need to reach a consensus on the type, way and amount of WCF on institutional base. Additionally, the need for training both for instructors and students seems to be necessary to benefit from WCF more efficiently.