This study revealed that the use of code switching in multilingual mathematics classrooms does not result in a deficiency in learning, but is a useful strategy in classroom interaction and efficient way of transferring knowledge to students. In this case, one language might help the other, and sometimes both together may create a new idea, image, thought, behaviour, outlook, organization, and adaptation. The study has advanced research in the area of mother tongue education in Nigeria. It has also added to the existing knowledge on the study of the language medium of primary education in Nigeria and the implications of code switching as a communicative device in English as Second Language classrooms. The findings presented here simplified the process of using code switching effectively in the classroom. This is of significance because either or both languages were used in a natural way as needed by each pupil in order to convey meaning.