The use of code-switching and code-mixing as teaching strategies in the classroom has been gaining increasing attention in recent years. This study aims to examine students' perceptions of lecturers who use code switching and code mixing within the learning process. The study used a qualitative research design and collected data through observation and interview in EFL classroom in the form of written or oral forms. Data was gathered through non-participant classroom observations, interviews with students, qualitative surveys given to respondents, and detailed field notes documenting the learning processes. The findings revealed several advantages and challenges associated with code mixing and code switching. Despite these challenges, the overall findings suggest that code switching/mixing can be a valuable pedagogical tool, provided it is managed carefully to mitigate its potential drawbacks. Overall, the results show that, when used judiciously, code switching or code mixing can significantly improve student understanding, engagement, and confidence.