This study investigated how three experienced teachers responded to beginning readers' errors. Participants were three teachers and their assigned tutees in the summer 1999 course, Interactive Literacy Intervention. Pre- and post-course sessions of the tutee reading to the tutor were videotaped. Transcripts of the sessions were made, and miscues, self-corrections, and teacher corrections were coded and analyzed. Researchers determined whether each teacher had a dominant or preferred feedback style, such as ignoring errors or suggesting a meaning or decoding strategy and whether this varied according to miscue type. In the pre-course sessions, teachers were each found to display a preferred feedback response, and the response style varied little according to type of miscue. In the post-course sessions, each teacher maintained the same feedback preference, but two of the teachers varied their feedback according to whether or not the error changed text meaning. The importance of teacher feedback to children's oral reading and suggestions for modifying the intervention course are discussed. (Author/SM)