This paper reports the results of  an experimental study on the use of Lesson Study Model in professional development for primary teachers education at the School of Education, Cantho University). The participants include six primary teacher students , 120 primary pupils, and two primary schools. Three instruments were employed: questionnaire, interview and test. The research showed that each lesson study group (three groups of six primary teacher students) used the following process to develop their lesson plans in microteaching and teaching practicum: Define the learning goals of study lessons, teaching the lesson, reflect, evaluate and refine the lesson, teach the refined lesson; repeat steps 1 to 4 as required to improve the lessons. The findings show that the Lesson Study Model provided  professional development education for improving science teaching in primary schools.  Results from the survey also indicated that the Lesson Study Model can help primary teacher students develop observation skills, feedback skills, self-regulation and cooperation skills after using the designated plan. Moreover, Lesson Study also provides a context for exploring and developing a better understanding of primary pupils learning.The paper will suggest how to support primary teacher students to develop their skills in teaching practicum from Lesson Study Model.