Corrective feedback is an essential part of L2 pronunciation instruction. The type and source of feedback may vary depending on the context. Most earlier studies suggest that corrective feedback facilitates learning in general, but there are few studies that focus especially on the effectiveness of corrective pronunciation feedback. This study focused on advanced learners of English and on their opinions and preferences regarding pronunciation feedback. We asked a group of participants (N=46) to respond to Likert-scale statements on pronunciation feedback. Our results suggest that pronunciation feedback is found very useful and teacher feedback is preferred. Opinions towards peer feedback are more varied but mostly positive. The variation in general attitudes and emotions towards pronunciation feedback is possibly due to individual learner characteristics. The results also suggest that providing feedback is a skill that should be practised during teacher education to increase prospective teachers’ confidence and competence in providing feedback.