This paper discusses whether home language has any effect on the teachers‟ views on code-switching use in the classroom. The paper is based on a quantitative study conducted at four senior secondary schools in the north-eastern Botswana whose teachers and learners had diverse home languages. Their views were solicited about the use of CS in the classroom and its effect on teaching and learning; and the results were analysed quantitatively. The results from the study showed that the teachers, irrespective of home language, code-switched in the classroom yet the country‟s Language in Education Policy (LiEP) states that English is the sole official Language of Instruction (LoI) from the second year of primary school and throughout the entire education system. However, teachers whose home language is Setswana codeswitch more than others. The paper calls for the appreciation of the existence of code-switching in the classrooms of the said senior secondary schools, and that ways of utilizing it should be explored bearing in mind that language diversity exists in the school environment.