Teacher-student interactions play an important role in deciding the success of a foreign language lesson. Students are able to acquire the target language through different forms of interactions such as the interaction between the teacher and the whole class, between the teacher and groups of students, and between the teacher and individuals. The current study was conducted to measure the perceptions of EFL teachers towards teacher-student interaction and figure out the most common type of interaction between the teacher and students in non-majored English classrooms in different universities in Vietnam. Sixty-five teacher participants took part in the study by answering a five-point Likert scale questionnaire. The findings indicated that EFL teachers in the study were well-aware of the benefits of teacherstudent interaction. In addition, they claimed to have various difficulties, practices and interests in teacherstudent interaction. The study also revealed that the most common type of interaction in non-majored English classrooms in Vietnam is the one between the teacher and the whole class. From these findings, pedagogical implications are proposed to optimize the learning condition in non-majored English classrooms for undergraduate students.