This paper explores the extent gender differences affect foreign language anxiety and student beliefs about spoken corrective feedback. A random sample of 100 Turkish students (50 males, 50 females) who were preintermediate level learners of English as a foreign language at a state preparatory school in Turkey completed two questionnaires which measured their level of anxiety and beliefs. The female participants differed from the male participants in that they exhibited higher levels of anxiety, valued delayed feedback and preferred repetition more as the main error correction method. The males, on the other hand, rated elicitation as their favored method of correction and preferred to be given time to correct their errors themselves more than the females did. Both males and females viewed feedback, especially to their serious and individual errors, as a necessary component of the learning process and rated feedback given by the teacher more positively. As the take-home message, teachers need to be selective in their feedback choices and activities in reducing anxiety by taking gender differences in consideration.