This study aimed at analyzing teachers’ and students’ attitude towards the use of code switching and the English language anxiety of students, explored in a mixed-methods approach particularly the convergent parallel design. Purposive sampling was utilized in choosing the 200 respondents of this study. Descriptive correlational approach is used in the quantitative part, and the descriptive qualitative research design for the qualitative part. The results reveal that students’ favor the use of code-switching as it allows them to understand better and view code-switching as something that enhances their communication skills. As for teachers’ attitudes towards the use of code-switching, the result shows that respondents highly support the teachers’ code-switching during discussion because they believe that it helps them understand better. Language anxiety obtained a remarkable result postulating that it affects learners’ inability to learn and speak the English language because of fear of committing errors, fear of correction and humiliation. The self-assessed code-switching findings reveal that students are likely to use code-switching in communicating with teachers and peer during classroom instruction. Moreover, the IDI and FGD generated themes which are English language anxiety, lack of language learning opportunities, and English-speaking apprehension leading to their inability to express their ideas in English. Overall, the quantitative data result converges with the qualitative data displaying a positive attitude towards the use of code-switching. For the axiological implication, the result implies that the use of the first language in communication and in learning the second language helps one in understanding and encourages easy expression of ideas.