While recasts, a type of corrective feedback, are generally considered beneficial for learners’ L2 development during communication-oriented instruction, the extent of its effectiveness has been reported to depend on the way in which they are provided. Thus, there is a need to look into how teachers treat learners’ utterances when providing recasts.  Data were collected from Japanese NNS teachers to investigate 1) how they provide recasts and 2) how their beliefs affect their decisions regarding recast provision. The recordings of teacher-student interactions revealed that teachers tend to provide recasts inconsistently. The interviews conducted after the recordings suggested that recasts could arguably be dependent on teachers’ language proficiency. That is to say, although their comments indicated that they do acknowledge the value of CF for learners’ interlanguage restructuring, they may leave some of the learners’ errors untreated because automatic, real-time processing required for recasting is onerous for them. The findings of the present study can contribute to NNS teachers’ professional development by raising their awareness of their own limitations and of the importance of improving their proficiency, especially their automaticity, in using the target language.