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Interactional Feedback is one crucial strategy that is widely implemented by language teachers in real classrooms, but there is no agreement about the effectiveness of different types of feedback on students learning. This study compared the different perceptions and different effectiveness of recasts and prompts on acquisition of past tense. Fifteen Chinese English learners and three language teachers were recruited from a university in the Midwest region of the U.S. Each teacher was responsible for helping five participants complete three tasks: the Interaction Task, the Retelling Task, and the Stimulated Recall Task. During the Interactional Task, each participant would complete three picture stories with the teacher under three conditions: recast, prompt and no feedback, respectively. Then, students were asked to retell the story immediately after the interaction with the teacher. Finally, the researcher of the study guided students to complete the Stimulated Recall Task to measure their perceptions of the different feedback conditions. After analyzing the Interactional Task and the Stimulated Recall Task, the results indicated that students were more successful in perceiving the target of recasts than prompts. For the effectiveness of the three conditions, the Friedman Test showed there was not a significant difference among recasts, prompts, and no feedback conditions that promoted participants to a better acquisition of the past tense. The findings of the study suggest the extent of effectiveness of feedback might be affected by variation of students. Therefore, ESL teachers should take students’ different backgrounds and learning experiences into account while choosing the personalized or tailored feedback for students.