Giving proper feedback to students' written or spoken errors has been a matter of controversy. While some scholars disagree on the idea of giving feedback (Krashen, 1982; VanPatten, 1988; Dekeyser, 1993; Truscott, 1996), review of the related literature discloses the existence of some researchers who strongly approve of it (Bowen, 1985; Lightbown & Spada 1990; Lyster & Ranta, 1997; Askew & Lodge, 2000). What seems to be missing here is the students' and teachers' Attitudes Toward Error Correction (ATEC). Vahdani and Mirsaeedi (2007) believe that students tend thoroughly to be corrected, though he does not touch the area of teachers' attitude in that respect. The present quadruple investigation aims to find common grounds on students' and teachers' ATEC qualitatively and quantitatively. Therefore, a total number of 495 students and 41 teachers filled an attitudinal questionnaire on error correction and its various techniques. Furthermore, 51 students and 16 teachers were interviewed to delve into the versatile facets of error treatment. The analysis of the data supports not only Vahdani's (2007) claim on students' ATEC, but declares a lot of overlaps between students' attitudes with those of teachers.