Lecturers’ beliefs about an effective lecturer play  a decicive role in their teaching behaviours, and therefore, have vital influence on the the quality of teaching. This paper investigated the relation between lecturers’ beliefs and their teaching practices. Twenty lecturers iof the elementary teacher education program of Can Tho University in Vietnam and 200 elementary pre-service teachers of this program participanted in the investigation. Tool for surveying the lectuers’ beliefs and their students’ evaluation is a questionnaire covering 58 items devided into seven domains, including organization, lesson presentation, control and discipline, dealing with students, evaluation code of ethics and personal characteristics (Khader, 2012). Results indicated that there is no statistically significant correlation between theteachers’ beliefs about an effective lecturer and their classroom practices of such beliefs. The reasons and implication for this result werediscussed in the paper.