The primary objective of the study was to find out if significant correlation existed between code-switching of teachers and the language proficiency of college students. Employing descriptive-correlational study as research design, 50 teachers and 500 college students as respondents, validated questionnaire and recorded observations as instruments and mean, ANOVA and Pearson r as statistical tools, results revealed that code switching significantly correlated with the language proficiency in English among CASE students. Teachers should apply the learning they gained during their seminars and trainings and be more particular about the language used inside the class. They should not tolerate students to code switch. Students should realize that their attitude towards the use of English language in any situation matters. The Dean of the College of Arts and Sciences Education and the Chair of the Language Discipline of the institution should encourage language teachers to use English language in communicating with their students.