The research investigates the role of code-switching in English as a Second Language (ESL) classrooms in Pakistan, emphasizing its importance in bilingual education. It analyzes teachers’ and students’ attitudes towards code-switching, its functions, patterns, and its effect on learning success, concluding that both groups favor this strategy as a supportive tool. The study highlights the necessity for improved understanding and methodologies regarding L1 and L2 usage in ESL classrooms.