This qualitative study presents an autoethnographic exploration of the challenges faced by a Vietnamese English as a Foreign Language (EFL) lecturer-researcher in conducting autoethnographic research. Situated in the complex socio-cultural landscape of Vietnam, particularly within the Mekong Delta region, this study provides an in-depth analysis of the unique interplay between personal experiences and broader educational and cultural contexts. The research employs reflective writings and self-recording videos as primary data sources, offering a rich narrative of the lecturer-researcher’s professional and personal journey. The findings reveal a multifaceted array of challenges. These include navigating cultural and personal biases in teaching practices, balancing traditional and student-centered pedagogies, and grappling with the role of English as both a global language and a potential agent of cultural dominance. The study also uncovers the emotional labor inherent in autoethnographic research and the complexities of maintaining professional identity in a postcolonial educational setting. Through its focus on a Vietnamese EFL context, the study contributes significantly to the discourse on critical pedagogy and postcolonial theory. It highlights the need for heightened cultural sensitivity and reflexivity in educational research and practice, advocating for pedagogical approaches that are both effective and culturally responsive. The findings and implications of this study are particularly relevant for educators, researchers, and policymakers in similar postcolonial and multicultural educational contexts.