Task-based language instruction has been increasingly promoted in second language (L2) classrooms under the assumption that it can provide an ultimate condition for L2 learning when combined with form-focused interventions such as teacher corrective feedback (CF). The present research investigated the amount, type, and learner uptake of teacher CF in relation to the following task-related variables: (1) task vs. nontask work, (2) focused vs. unfocused tasks, and (3) open vs. closed tasks. Data were collected from 8 intermediate adult EFL classrooms. It was found that the amount of teacher CF provided during tasks versus nontasks and focused versus unfocused tasks was not significantly different. However, the teachers used different strategies depending on the focus of tasks. The study did not relate the matter of open versus closed tasks to the amount and types of teacher CF. When considering learner uptake, the study found that the teachers tended to offer more uptake opportunities during relatively form-oriented activities, and the learners’ uptake was more successful when they were working in relatively form-oriented activities compared to the cases where they were in meaning-based activities. Learner uptake was not associated with whether or not tasks were open and closed.