Although language teacher cognition research has been well-established, research on teachers? perceptions about, and their approach to, learner autonomy (LA) is still very limited. This study was motivated by Borg and Al-Busaidi (2012) in an Omani context. With permission, the questionnaire adapted from this source was completed by 90 teachers of English in four Vietnamese teacher education institutions, some of which were then interviewed. The result showed that the teachers indicated mixed beliefs regarding aspects of LA, and that the beliefs reflected a socio-cultural influence. It was also found that they had significant challenges on how to help learners develop their autonomy. Implications are offered regarding both research and practical issues, not only in Vietnamese universities, but also in relatable contexts.