In multilingual Philippine classrooms, English teachers often use code-switching to bridge learners’ limited English proficiency. While this supports comprehension and participation, it may also reduce English exposure and create communication challenges. Understanding how teachers use, perceive, and manage code-switching is therefore crucial for improving instructional practices. This basic descriptive study was conducted in the Department of Education (DepEd) Sta. Cruz Sub-Office, Laguna, Philippines, and involved eighty (80) Grades 4 to 6 English teachers from various public elementary schools. Data were collected using a researcher-made questionnaire distributed via Google Forms. Results showed that teachers “often” to “always” used code-switching, especially in giving instructions, explaining difficult concepts, clarifying content, managing behavior, and encouraging participation. They primarily used intra-sentential switching, followed by inter-sentential and tag-switching. Teachers reported using code-switching mainly to clarify complex terms, ensure comprehension, and manage class pace. Common barriers included students’ overreliance on the mother tongue, reduced English exposure, and difficulty in assessing true proficiency. Despite these, they perceived code-switching to enhance comprehension, boost participation, and reduce classroom anxiety, though excessive use could limit English fluency development. To address barriers, teachers reported strategies such as pre-teaching vocabulary, using visual aids, clarifying the purpose of code-switching, encouraging more English responses, and gradually reducing mother tongue use. Recommendations include: (1) training teachers on strategic and gradual code-switching, (2) embedding scaffolding activities in the curriculum, and (3) school-based monitoring to balance comprehension support with English exposure.