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Some language educators believe that the use of learners' first language (L1) while teaching English, Mathematics, Business and other subjects impedes learning and does not facilitate students' skills of the second language (L2), as they perceive that strict use of the L2 and not referring to learners' L1 is considered as best practice. However, recent research has revealed that the judicial use of the L1 by teachers and students plays an important role in the learning and teaching process, as indicated by (Butzkamm & Caldwell, 2009; Gilead, 2016; Levine, 2011; Rivers & McMillan, 2011; Dailey- O'Cain & Liebscher, 2014)The current research was conducted in a private college in Kuwait, which follows the English-only Policy (EOP), and it investigated the attitudes of learners, professors and stakeholders regarding the use of the L1 in the classroom, as well as their opinions on the EOP. The study focuses on the functions of using L1 in L2 contexts, the amount of L1 used by learners,and the attitudes towards L1 use by students, lecturers and upper management.