This study investigates the implementation of translanguaging and the students’ perceptions toward its use in an English as a Foreign Language (EFL) classroom at a public high school in Indonesia, examining how translanguaging can be a useful teaching technique. It is driven by the ongoing difficulties Indonesian EFL learners encounter, which, according to experts, include poor confidence, limited exposure to real English, and reliance on traditional grammar-translation methods. Using a qualitative case study approach, data were collected through classroom observations, questionnaires, and in-depth interviews. The findings reveal that three types of translanguaging were employed: intra-sentential, inter sentential, and tag translanguaging, with intra-sentential being the most prevalent. Each type served various pedagogical functions, including recalling content, emphasizing meaning, and maintaining classroom interaction. Analysis of students’ perceptions indicated an overall moderate-to-positive response, as it was proven from the data accumulated from the three indicators of translanguaging that the average of students’ perception is 72.3%, with 10 out of 12 statements being positive, especially in its role of improving comprehension, reducing anxiety, and encouraging classroom participation. This study contributes to the growing body of research supporting translanguaging as a legitimate and beneficial practice in EFL education. It offers valuable implications for educators to strategically integrate students’ first and local languages to facilitate learning without undermining English language acquisition. Furthermore, it opens pathways for future research to investigate translanguaging in broader and more diverse educational contexts.