In this article, Anderson, and Lightfoot (2018) share findings from a survey study in India exploring the use of languages other than English in a variety of teaching contexts and the surrounding community context. They also investigated attitudes towards language mixing in the classroom and their translingual teaching practices. This study revealed that even within the multilingual context of India where classrooms are multilingual by “default,” teachers’ attitudes towards language mixing by students and within their own practice varied, ranging from viewing the incorporation of languages other than English as something to be avoided to seeing the incorporation of L1 as unavoidable yet providing little to no pedagogical value. Many teachers reported using students’ L1 for specific pedagogical purposes such as classroom management or language comparison. Using students’ L1 for purposes like these led many teachers to express guilt. Few teachers viewed the incorporation of students’ L1 in relation to student identity. The author’s end this article with a call for the more explicit use of students’ L1 in the classroom and coherence between educational policies at the division or district, state, and national levels. The article provides a detailed description of the survey methodology along with examples of survey questions and descriptive statistics of their data.