This study explores 16 non-native English teachers’ beliefs and practices about pronunciation teaching in Hong Kong. Drawing on data from the teachers’ written reflections and follow-up interviews, the findings suggest that these nonnative English teachers understood the importance and goal of pronunciation teaching but appeared unconfident and ill-prepared in their teaching. Their lack of confidence was not only a result of insufficient training but also of their non-native English teacher status influenced by specific institutional and sociocultural contexts. Important implications for EFL teacher education and professional development are drawn.