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This study investigates the role of code-switching in English as a Foreign Language (EFL) classrooms at the University of Khazar, focusing on types, initiation patterns, and discourse functions. With the aim of understanding how code-switching occurs in Azerbaijani EFL classrooms, its impact on teacher and student attitudes, and its effects on the learning process, the research fills existing knowledge gaps in this area and offers insights for developing more effective teaching strategies in multilingual educational settings The study involved four classrooms and a total of 20 lessons were observed and recorded on audio, and these recordings, along with the researcher's notes, were transcribed. To distinguish between conscious and unconscious usage of code-switching in EFL classrooms, two groups were informed about code-switching before the study. Subsequently, interviews were conducted with all teachers and several selected students to determine their perspectives on code-switching. The interview was taken in a situation in which participants could reflect on their own verbal expressions. According to observations, students demonstrated a significant use of code-switching, with a higher frequency of student-initiated code-switching, while less code-switching occurred in teachers’ speech. Teachers were also concerned about students' test results, indicating a lack of understanding of the material in English. Consequently, the teacher employed code-switching as a learning strategy to facilitate a smoother teaching and learning process. This aligned with the notion that students may struggle to comprehend the material if delivered solely in English. Code-switching was inevitable in teachers’ speech during giving instructions, explaining grammar rules, classroom management, and making jokes. The study addressed both theoretical and practical aspects of code-switching, aiming to offer guidance for EFL educators in Azerbaijan and contribute to the advancement of EFL education.