Drawing on a qualitative case study research with Australian-trained Vietnamese teachers of English, this chapter challenges such a generalized culture of learning in the context of English as an International Language (EIL). The findings suggest that in these teachers’ perception, a stereotypical culture of learning ascribed to both learners and teachers still persists, and that this presents an obstacle to effective learning and teaching. This perspective reinforces stable norms and ideology often found in language learning scholarship, the usual parameters of accuracy and fluency, but this hinders the process of maximizing opportunities in learning.  However, due to their exposure to the philosophy and pedagogy of EIL, these teacher participants tended to develop a conceptual change about themselves, their teaching profession and their learner identity in ways that contribute to nurturing a culture of learning appropriate for their teaching in Vietnam. EIL offers space for both learners and teachers to view each other in different ways from the convention. The study demonstrates that conceptual change among teachers regarding  teacher identity, traditional perceptions of monolithic English language and culture, and their re-conceptualization of ‘hard-to-die’ learning norms plays a significant role in (re)shaping learner identity and ‘culture of learning’.