Teachers' beliefs and practices play an important role in language teaching, which has been recognized by Borg (2001); however, little research has focused on this respect in teaching reading so far, especially in Vietnamese context. Multi-methods of data collection therefore were employed to investigate into teachers? beliefs and their practices about teaching reading in both University and High school teaching context. The findings generally showed that most teachers had positive beliefs in almost all aspects investigated in teaching reading; however, a few issues were believed indecisively. Surprisingly, both contextual factors and teaching experiences were found to have no impact on their beliefs. The result of the study also confirmed that teachers? beliefs were not always reflected in their practices. Considering these findings, some implications were made.