Foreign language acquisition has never been apart from trial and error and has grabbed magnificent attention in the OCF literature. It aims to provide consistent and congruous feedback to EFL learners. In alignment with several other studies in this field, the current study aims to investigate Afghan teachers’ and students’ attitudes toward OCF. This study is conducted via mixed-method design; a questionnaire was distributed to 40 sophomore students of HUA (Herat University Afghanistan) to record their attitudes towards OCF. Moreover, to have a deeper understanding of the topic, five of the HUA EFL teachers were interviewed. The results indicated some matches and mismatches between the perceptions of both groups regarding the amount of OCF in terms of perceptions, amount, types, timing, and source of OCF. Because some similarities existed between teachers’ and students’ perceptions towards OCF, it was not void of differences. The study revealed significant differences between the Types of OCF strategies. Contrary to their teacher, students in this study were found to be in favor of ‘Elicitation’ and ‘Meta-linguistic’ OCF strategies. Although, the OCF strategy preferred by the teachers is the ‘Explicit’ OCF strategy. Apart from all the differences and similarities, OCF aims to highlight learners’ errors, improve their spoken language, and activate good teacher-student interaction.