Micro-teaching has been introduced to the teacher education program as a compulsory course for all of the pre-service teachers (PTs) in which they develop skills in observation, feedback and reflection. This course provides PTs with opportunities to simultaneously experiment and reconstruct their existing theories of effective teaching in order to adapt themselves to practice conditions (Marland, 2007). This paper reports the effects of approaches on developing the PTs’ skills in observation, feedback and reflection which have been found to be lacking. Fourth-year PTs majoring in Vietnamese Literature and Linguistics Education participated in this study. Data including teaching videos, observation- and reflection-oriented sheets, interviews and minutes of postclass discussions were collected for qualitative analysis. The research findings indicated positive impacts of the newly introduced approaches on enhancing skills in observation, feedback and reflection for PTs during micro-teaching practice. Lessons from this research would be applicable in reforming the micro-teaching model throughout Vietnam and elsewhere.