In an East Asian context heavily influenced by Confucian ideas on principles for living and behaving, "face" plays a significant role in Vietnamese people's thinking and behaviour. In the context of education, Vietnamese teachers' concerns of saving face in classrooms have been implicitly taken for granted but not yet seriously examined in academic research. The paper addresses this gap in the research literature by presenting the results of interviews with 15 lecturers in a Vietnamese Teacher Training College. It is argued that the concepts of face and saving face are significant to the participants and their ideas of saving face are largely influenced by traditional Confucian standards in education. In particular, teachers are believed to save face by upholding the belief that they represent an unquestionable source of knowledge, maintaining a "noble distant image" in relations with their students, and receiving respectful behaviours from their students. These beliefs could be one source of resistance to educational reforms regarding interactive pedagogies in Vietnamese higher education. It is argued that teachers' concerns of saving face in Vietnamese classrooms deserve more attention from educational planners and researchers.