Reflective teaching has been recognized as a critical component of effective English as a Foreign Language (EFL) education. However, little research has investigated the reflective practices of Vietnamese EFL teachers. This study aims to address this gap by conducting a qualitative exploration of the types of reflective teaching practiced by these teachers, specifically reflection-in-action, reflection-on-action, and reflection-for-action. The study involved semi-structured interviews with twelve Vietnamese EFL teachers at different stages of their careers: novice, mid-career, and near-end career. The findings reveal that the teachers engaged in all three forms of reflection to varying degrees and for different purposes. Reflection-in-action was more commonly reported among experienced teachers, while reflection-for-action was equally practiced by teachers at all career stages. The study also found that the teachers’ reflective practices aligned with the cultural values prevalent in Vietnamese society. These findings contribute to the understanding of reflective teaching in the context of Vietnamese EFL education and have implications for teacher education and professional development. Future research is recommended to delve deeper into the complexities of reflective teaching and its impact on teaching effectiveness and student outcomes.