This study aimed to introspect and analyse EFL college students' perceptions and perspectives of the influence of code-switching in improving their attitudes towards and motivations for learning English. The study sought to identify the sociolinguistic functions of code-switching in EFL classrooms, and the correlations between code-switching and students' attitudes towards and motivations for learning English in a college environment. It further sought to investigate differences if any in motivations and attitudes of male and female students possibly resulting from the practice of code-switching in classrooms. Thus, the perspectives and introspections of the students as to the role and impact of code-switching on their language learning were examined through the analysis of quantitative and qualitative data. Using a mixed-methods in the collection and analysis of data, a sample of 204 EFL students (N = 123 females and 81 males) were involved in the study. The Gardner's Attitude / Motivation Test Battery (AMI) was adapted for use in collecting quantitatively analysable data and semi-structured interviews were used in the study to introspect the students on their attitudes towards learning English and their motivations being influenced by code-switching. Results revealed no statistically significant differences attributable to gender difference as a result of practicing code-switching in terms of their attitudes and motivations. Furthermore, the students' attitudes and motivations were correlated with code-switching in positive ways. Students' introspections confirmed and supported the results from the quantitative analyses, concluding that most of the participants have had mostly positive perceptions about the functions of code-switching in their learning. Implications and recommendations for further research and practice were given in the end.