Since its inception, micro-teaching has been widely used as an important component of pre-service teacher training programs. It provides prospective teachers with valuable opportunities to develop effective teaching strategies and involves them in ‘real’ classroom experiences. However, little attention is paid to investigating the implication of micro-teaching in training programs for in-service teachers. Therefore, this study attempted to investigate the attitudes of in-service teachers in a local area in Vietnam regarding the micro-teaching component of a four-week training program.  This program consists of four phases: Face-to-face training, Online learning, Micro-teaching, and a Teaching Field trip. The data was collected from 103 in-service teachers who participated in the course. A questionnaire with close-ended and open-ended questions yielding both quantitative and qualitative date was used for data collection. The results indicated an overall positive attitude towards micro-teaching experiences besides some worth-addressing concerns. The study then proposed some recommendations for an improved version of the training program.