The current study investigated the acts of code-switching by teachers in EFL classrooms in the English Preparatory School of a private university in North Cyprus. With a sociolinguistic perspective, four different teachers’ (two bilinguals, one native speaker of Turkish and one native speaker of English) classroom interactions were audio-recorded and analysed. Follow-up playback sessions were also conducted to tap into the teachers’ perspectives on their own use of code-switching in the classroom. The results of the analysis revealed that all of the teachers code-switched for different purposes and they all believed that it was an effective tool to enhance learning when employed carefully.