The present study is designed to find the comparative effectiveness of oral & written corrective feedback strategies for Urdu EFL learners’ L2 Accuracy. In order to investigate the effectiveness of oral corrective feedback and written corrective feedback strategies, a quasi experimental research design with pre test, post test and delayed post test is adopted for this study. For this quasi experimental study, the sampled participants were not randomly assigned to different treatment groups; instead, five intact classes in three different higher secondary schools (composed a total of 113 students) were selected with four experimental groups (OCF-A group N =25, OCF-B group N= 21, WCF-C group N= 21, WCF-D group N = 23) and one control group (N=23). Pre test was conducted in the beginning. Participants in four groups were exposed to one of the CF treatment conditions i.e., oral recast, explicit OCF, indirect WCF and direct WCF but no CF was provided to control group. Every experimental group had seven CF episodes sessions with specified treatment conditions in a period of eight weeks. After that post test was conducted. Whereas, delayed post test was conducted after a period of two weeks. Further, attitudinal questionnaire as a research tool was used to find the attitudes and beliefs of the teachers about the effectiveness of corrective feedback strategies form a sample of 202 English teachers teaching at intermediate level. SPSS (version 20) was used to analyze the data. The findings of the study revealed that all the CF strategies have significant role to create L2 accuracy. However, direct corrective feedback strategy was most effective to create the L2 accuracy. Also, explicit CF strategies were found most effective to create L2 accuracy as compared to implicit CF strategies to create L2 accuracy. It was also examined that CF strategies were with differential effectiveness on different error categories.