In EFL (English as a Foreign Language) classes, students often struggle to understand the material due to limited English proficiency. To address this issue, teachers often employ translanguaging practices as a pedagogical tool to support comprehension. This study aims to explore students’ preferences for translanguaging practices used by teachers in English as a Foreign Language (EFL) instruction. In addition to delving deeper into students’ preferences for translanguaging, this study is expected to provide valuable insights for the development of more inclusive and effective teaching methods. Using a qualitative case study approach, this study utilized classroom observations and in-depth interviews as data collection techniques. Observations were conducted to identify the forms of translanguaging used by teachers, while interviews were conducted to explore students’ preferences regarding these practices. The study was conducted in senior high school in Indonesia, involving three students as participants. The participants were selected based on their average English subject grades. During two classroom observations, a total of 224 translanguaging utterances were recorded, consisting of 32 code-switching, 91 code mixing, and 101 translation. Data analysis used an interactive model. The observations showed that the forms of translanguaging used by teachers included code-switching, code-mixing, and translation. Based on the interviews, students felt comfortable with translanguaging practices because they helped them understand difficult material and teacher instructions. However, the participants still suggested that English be used more dominantly to achieve learning objectives and improve their English language skills. Overall, translanguaging is seen as a supportive pedagogical tool if applied strategically and proportionately in the EFL classroom context.