This research aims to study the current state of student-centered teaching practices among teachers at the Faculty of Education, Champasak University, and to compare the perceptions of administrators and teachers regarding these teaching practices. The sample consisted of 10 administrators and 61 teachers during the 2024–2025 academic year. The research instrument used for data collection was a questionnaire, analyzed using mean, standard deviation, and t-test. The findings revealed that overall student-centered teaching practice was at a high level across institutional readiness, teacher development, and student-centered learning promotion. However, teaching and learning evaluation was at a moderate level ($\mu = 3.60, \sigma = 0.68$). There was no significant difference between the perceptions of administrators and teachers regarding the state of student-centered teaching.