On the basis of the outcomes of numerous prior researches, there has been an inconclusive debate about who should be responsible for correcting learners’ errors in a foreign language. Much attention has been devoted to the claim that teachers should not exclusively bear the responsibility for correcting learners’ errors. Up to the present time, there has been a rapidly growing tendency to abandon the traditional teacher-centred correction, but rather to educate, stimulate, and actively involve learners in the process of learning a foreign language. The main argument supporting this tendency emphasises that learners are supposed to complement their teacher’s role as a corrector with the hope to create a positive, supporting, and cooperative learning environment. In this study, the most important question under discussion is what are high school learners’ attitudes and beliefs toward peer correction in a foreign language. The results suggest that learners strongly appreciate the correction provided by the teacher, but still, seem to acknowledge the beneficial impact of peer feedback. However, the preference for teacher over peer correction should not come as a surprise, especially because the analysed data revealed seldom or even non-existent implementation of the peer correction techniques in foreign language classrooms. On these grounds, another important question can be raised: Would learners estimate correction by their peers as more valuable, if they were offered more opportunities to conduct it in class?