This chapter reports the results ò a study which employed questionnaire and interivew as principal data collection methods to investigate English language teachers' beliefs and reported practices regarding learner autonomy in Vietnam. Eighty-four teachers from six universities were involved. The majority of the participants emphasized the importance of enhancing learner autonomy and their vital role in doing this. However, they leaned more towards the psychological and social views of learners autonomy than the policitical and technical ones. in reporting their practices, they also rased the issue of students' ability to take control of their own learning, thinking that some aspects of learner autonomy may not be feasible in the context of Vietnam. In particular, the teachers showed lack of trust in thier students' ability to take control. Based on the findings and avaiable literature, implications are drawn for promoting learner autonomy in Vietnam.