This study aims to recognize how students use code-switching during English learning and determine the influence of using code-switching on English learning. This is qualitative research. The participant was purposively selected; six English education department students got an A in the sociolinguistic class. The data collection was collected using a semi-structured interview. The result of the study shows that students used code-switching by using three types: inter-sentential switching, intra-sentential switching, and tag switching. In addition, students used code-switching to accomplish specific goals, including interjection, reiteration, quotation, hesitation, address specification, loan word, and proper name. Moreover, code-switching positively influences students, which is most influenced by social and individual factors. Furthermore, students used code-switching due to a lack of resources and habitual experience.