This study investigates the perspectives and attitudes of students in an English as a Foreign Language (EFL) classroom towards the use of their first language (L1) and English-only instruction. The aim is to understand how students perceive translanguaging and the role of their first language in the classroom and whether they believe incorporating it alongside English (L2) enhances their ability to express themselves and understand the content. This research took place in an adult high school in Indianapolis, IN USA. The findings reveal that students generally value the opportunity to use their first language in the classroom, as it helps them feel more comfortable, secure, and able to ask questions and seek clarification. However, there is also a preference among some students for English-only instruction, as they believe it facilitates language learning and immersion. These results suggest that incorporating students' first language in the EFL classroom may have pedagogical benefits, particularly in terms of improving students' confidence and understanding. The findings also highlight the importance of striking a balance between English-only instruction and incorporating students' first language to create an inclusive and supportive learning environment.