This study has explored the career and challenges of foreign English teachers in early childhood education programs in Hanoi, Vietnam. The mixed-method research was conducted in a qualitative-quantitative approach and a thematic analysis to investigate teaching career perceptions and experiences. A convenient sample of 50 mixed-nationalities native and non-native English speaking EFL teachers in private international and bilingual preschools in several districts in Hanoi. Data collected were adapted questionnaires and a semi-structured interview. The following statistical tools were used; frequency, percentage, weighted mean, standard deviation, Spearman Rho correlation, and an Anova test. The study demonstrates that NESTs perceived themselves to have more job opportunities while NNESTs believed they are more empathetic and can better anticipate language difficulties than their NESTs counterparts. Additionally, while the three perceived factors from teachers, students, and schools’ characteristics are essential in holding onto their teaching career, the school factor was deemed the most critical. Both group respondents handled subjects other than English correlated with the student factors, whereas NESTs’ first language and NNESTs’ teaching experience affected school aspects. The teachers' demographic profile played a considerable role in influencing perceived factors in their teaching careers. Overall, NESTs and NNESTs identified cultural differences, language barriers, racism, and parental pressures as critical challenges they have faced in their career. Based on the study's findings, an action plan was formulated and is recommended for approval and implementation.