There is increased expectation for more interactive teaching in higher education in Vietnam; however, teaching at the universities is largely based upon traditional lecturing (Pham, 2010).  In particular, interactive teaching requires a change to teachers? roles.  As teacher beliefs are closely intertwined with teacher roles, support is needed to make this change.  This paper considers the beliefs about the support needed for teacher change held by two science lecturers in English for Specific Purposes (ESP) classes within a university context.  This paper draws on data collected as part of a larger action research project including interviews, observations and planning meetings over fifteen weeks of the one semester  ESP course.  In this paper, the focus will be on the data from interviews in which it was explored how two lecturers perceived their respective needs for support in the change process.  The findings showed that role changes were crucial to lecturers? professional growth.  The paper concludes by discussing insights into how lecturers? beliefs about support in the change process may help or hinder them in refining their roles in the quest to promote student learning.