Many language teachers using communicative approaches have encountered students who complain if every one of their oral errors is not corrected. On the other hand, students who value communicative effectiveness over grammatical accuracy will likely have negative reactions when their utterances are constantly corrected (Horwitz, 1988). Numerous foreign language educators and researchers support the view that discrepancy in teacher and student perception regarding the efficacy of instructional practices can be harmful to learning (e.g., Fox 1993, Green 1993, Horwitz 1988, 1990, McCargar 1993, Schulz 2001). Accordingly, it is useful for teachers to understand their students' perceptions of error correction. However, there have been few studies on student attitudes and preferences toward oral error correction in Japanese language instruction. This paper presents the results of a questionnaire administered to 250 students enrolled in Japanese language classes at the University of Texas at Austin. A questionnaire (utilizing open-ended questions and 5-point scales) was designed to investigate: (1) the students' attitudes toward correction of oral errors in the classroom; (2) the students' preferences for correction of different types of oral errors (e.g., grammatical errors, pronunciation errors); and (3) the students' preferences for particular methods of correction. The results show that the students had strong positive attitudes toward correction of errors by their teachers. The most frequent reason for this positive attitude was 'accuracy.' The students showed a tendency to prefer peer correction. They indicated a clear preference for correction of grammatical errors over other kinds of errors. The most preferred correction method was the one in which the teacher explains why the student's utterance was ungrammatical. Implications for classroom instruction and suggestions for further study will also be discussed.