English teachers in Vietnam have integrated technology in education for the past several years, particularly those who are working in the private sector. Regardless of the high number of Vietnamese teachers working in this sector, how they perceive technology integration and how important it is to their professional development have not yet been thoroughly studied. Therefore, this study sought to provide evidence to understand Vietnamese teachers' perspectives toward technology in more detail and shed light on how to support them with technology training so that the training not only improves their teaching skills but also helps facilitate their professional development. The study employed a mixed-methods approach with classroom observations, semi-structured interviews, and a questionnaire survey. Data collected were analyzed by using thematic analysis and triangulated to ascertain the final findings. The results have shown that the language teachers in this study expressed enthusiasm toward technology regardless of the insufficient training and the challenges of technology self-education. Interview data also revealed the importance of a community of practice to the participants as it encouraged them to learn and overcome technology-related difficulties. The community in this study has also played a key role in the relationship between technology education and teachers' professional development in their workplace. Finally, based on Cairns and Malloch's (2011) concept of workplace learning and the results of data analysis, the study advocates for a comprehensive three-level CALL training scheme which are individual, peer, and institutional that can promote technologies and facilitate support teachers' professional development.