This study investigates the reasons for L1 use in the L2 classroom and teachers’ and learners’ beliefs regarding the appropriateness and effectiveness of this practice. Its findings are based on observational and interview data collected in two lower intermediate level classes in the foundation year at an Omani university. Each class was observed three times over a two-week period, with each session lasting 1 hour 40 minutes. The interview data were obtained from the teacher and three students from each class. One of the classes was designated as an experimental group, in which the teacher was permitted to use L1, whereas the second class was used as a controlled group where an ‘English only’ policy was strictly adhered to. The results show that L1 was used most often to explain word meanings, followed by explanations of grammatical rules. Instances of L1 use were also recorded during L2 to L1 translation exercises, and L1 was used for classroom management purposes and for telling jokes.