This research explores how 6th-semester English Education students at Indo Global Mandiri University use code-switching and code-mixing in their daily communication. As bilingual speakers, they often shift between English and Indonesian in both academic and informal settings. The study aimed to identify the students perspectives on code-mixing and code-switching and to identify types of code-switching, based on Muysken’s (2006) framework, and code-mixing, based on Hoffman’s (2015) classification. A descriptive qualitative method was used, with data collected through interviews with 10 students, formal classroom observations and informal classroom observation. Both formal and informal classroom observations were done in a class with 26 students. The findings reveal that all three types of code-switching were observed. Tag switching was the most common, occurring 11 times (55%), Intra-sentential switching appeared 6 times (30%), Inter-sentential switching was least frequent, found in 3 instances (15%). In terms of code-mixing, intra-lexical mixing was most dominant, with 17 cases (51.5%), Pronunciation mixing occurred 12 times (36.4%), Intra-sentential mixing was the least common, found in 6 cases (18.1%). To analyze these results, the study applied Miles and Huberman’s (1994) interactive model of qualitative analysis, which involves three interconnected steps: reducing the data, displaying the data, and drawing conclusions. Overall, the study shows that code-switching and code-mixing occur naturally and frequently, helping students fill vocabulary gaps, clarify ideas, express identity, and create a comfortable communication flow. These practices play a significant role in bilingual interaction, though a balanced approach is needed to maintain and strengthen English proficiency.