The purpose of this study is to ascertain the opinions of a group of high school English instructors from a mountainous region of Vietnam regarding constructivist teaching (CT). Furthermore, it aims to clarify the nature of constructivist instruction in their actual English classrooms. The current study is a qualitative case study that uses stimulated recall interviews, semi-structured interviews, and classroom observations as its primary data collection methods. In order to achieve these goals, the following queries were answered: 1) How do English teachers at high schools feel about constructivist instruction? What impact do these views have on the way they teach? 2) In what ways do these educators see the need for modifications to constructivist teaching methods? The data's conclusions highlighted the Neutral Pragmatists' (NPs) core views, which emerged from topics pertaining to Knowledge construction, Collaboration learning, Active learning, Authentic learning, Reflection & Metacognition which might or might not be comparable to their real classroom procedures