This study investigates Vietnamese EFL teachers’ perceptions of language education to see whether their perceptions and practices match the principles of task-based language teaching (TBLT). Sixty two teachers participated in the study. Data were collected via focus group interviews and analyzed quantitatively and qualitatively. The results indicate that teachers had a high level of understanding of TBLT. In addition, they showed positive views towards the implementation of TBLT. However, the implementation appears to be impeded by a mismatch between TBLT and current language teaching practices and school policies inVietnam. Other obstacles are large-sized classes, students’ attitudes towards exams and language courses and time limitations. The results also present that there is a large degree of variation between Vietnamese teachers in terms of their perceptions about TBLT.