This study, which was carried out in a northern town of Sweden, investigates the use of L1 in an EFL classroom, asking students in year 9 how they perceive and experience the language use in their classroom. It aims to answer whether the students’ views of the teaching and learning environment could suggest an existing language policy for the specific EFL classroom. 34 students participated in the study which collected data through a mixed method approach. A questionnaire was distributed to all students and four of the students were asked in-depth questions through semi- structured interviews. Descriptive statistics and thematic analysis were used when analyzing the data. The results of the study reveal an English-mainly policy where no languages are banned but English opted for, that students would prefer more L1 to be used in the classroom and that the language hierarchy of the Swedish society is reflected within the classroom. The practice, as viewed by the students, is not supported by previous research which argues that our complete linguistic repertoire should be activated when learning a new language. The findings of this study emphasize the importance that teachers motivate all students to use their preferred language, namely their L1, when learning English.