This study reports on teachers’ perceptions and reasons for choosing or avoiding using flashcards to teach vocabulary with 61 teachers at English language centers in a Mekong Delta city. This study used a mixed-method design which combining both quantitative and qualitative methodologies. The data used in this study include questionnaires, interviews, and classroom observations. The findings reveal that teachers perceived flashcards as positive in teaching vocabulary to young learners. The findings also indicate that these learners could improve and remember vocabulary easily. However, flashcard preparation and expenses were reported as challenges while using flashcards to teach vocabulary.