For many years a fixed procedure for teaching practice has been used in Vietnam: pre-service teachers draft teaching plans before submitting them to their mentors for comments, and then they revise the drafts; their peers and mentors observe the lessons and evaluate the student teacher by solely pointing out strengths and weaknesses. Such a long-standing practice model results in almost no prospect of reflection-in and reflection-on action of the pre-service teachers. Thus, the aim of this research undertaken by a group of teacher educators at the School of Education, Can Tho University (CTU) was to enhance the pre-service teachers’ reflective capacity during their practicum. Participating in the research were three teacher educators at the School of Education, CTU, three mentor teachers, and two pairs of pre-service teachers in Primary Education and Vietnamese Literature and Linguistics Education for the high school level. Three areas were the focus of this study: the identification of effective strategies in forming and activating pre-service teachers’ reflective capacity; the impact of integrated strategies such as teaching diary completion, video recording, and after-class discussions on pre-service teachers’ reflective capacity development; and how reflective capacity development contributes to improving pre-service teachers’ teaching practice effectiveness. Data were collected through the use of: drafted and revised teaching plans and teaching diaries of the pre-service teachers; videos; group meeting reports after classes; and interviews with the mentee and mentor teachers. Research findings proved the effectiveness of strategies in increasing reflective capacity and teaching practice of the pre-service teachers. Recommendations from this research are influential in reforming the future practicum model at the School of Education, CTU and other training teacher universities in Vietnam as well as elsewhere in the ASEAN region.