Although learner-centeredness has been widely applied in instruction in the world, this approach has only been cautiously adopted in English as a Foreign Language (EFL) teaching at some institutions in Vietnam. Taking a social constructivist view, this case study explores how a learner-centred perspective is employed in EFL teaching at a teacher training college in Vietnam. The study is based on data generated with EFL teachers and students of an advanced level class through classroom observations, in-depth interviews, group discussions and document reviews. The data have been qualitatively analysed to show how learner-centeredness is successfully employed to get the students actively involved in learning. Implications are drawn in regard to EFL teaching and learning, and also curriculum and materials development. (Contains 4 footnotes, 1 table, and 1 figure.)