Dissertation (MA Linguistics)The study was designed to investigate enticements to teachers’ engagement in code switching in secondary school classrooms. The study specifically aimed to find out factors that entice teachers to use code switching in secondary school classrooms, identify common patterns of code switching that arise in secondary school classrooms and assess learners’ attitude towards teachers’ use of code switching in secondary school classrooms. To achieve these objectives, the study employed both qualitative and quantitative approaches. The study also used three methods of data collection namely: questionnaire survey, interview, and participatory observation in gathering data from a total of 72 respondents from three public secondary schools. Categorically, these 72 respondents included 30 form II students, 30 form IV students and 12 classroom teachers. The findings of this study revealed the following enticing factors that lead teachers to use code switching in classrooms: lack of vocabulary, attracting learners’ attention, to emphasize a point, to help students, to make jokes, imitating others, habitual expressions and to show off. The study also found that, intra sentential switching, tag switching and inter sentential switching are common patterns of code switching that arise in secondary school classrooms. Furthermore, it was discovered that students have positive attitude towards teachers’ use of code switching in secondary school classrooms.