Code switching, that is, the alternative use by bilinguals of two or more languages in the same discourse, has been the focus of attention in regard with foreign language learning and teaching. The fact, however, is that the reasons foreign language teachers utilize this strategy is not the same and various kinds and manners of code switching have been noticed. What's more, it can be employed for a whole range of different instructional cognitive, affective and behavioral purposes. Different skills and components of language can be fostered through the application of code switching in case the proper meticulous care and attention is given to the tasks. In terms of affective variables, it can remove students' emotional barriers such as anxiety, lack of self confidence and weak self esteem in the act of language learning. In this study, an effort was made to see functions, manner, reasons and contributions of Code-switching to the process of English language teaching from teachers' point of view. To this end, 20 teachers from the two Turkish universities responded to interviews questions on Code Switching. The analysis of the answers showed some commonalties and differences in their attitudes towards the inclusion of this concept in language teaching classes.