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Code switching is commonly used by EFL teachers when teaching English. Nevertheless, the switching is often perceived negatively and sometimes seen as a sign of incompetency in the second language. This study mainly aims at identifying the types of code switching and the use of code switching as teaching strategy conducted by EFL teachers at Pah Tsung Kindergarten National Plus School. The data of the research are gathered by the way of classroom observations and interviews. There are six teachers; 2 playgroup teachers, 2 kindergarten 1 teachers and 2 kindergarten 2 teachers. The data are collected by recording those teachers when they are teaching. The recording is transcribed and then analyzed to identify the types of code switching. After that, the researcher interviews them to get the data then identify the use of code switching as teachers’ teaching strategy. The findings show that playgroup and kindergarten 1 teachers use inter – sentential switching—a switch of language which occurred between sentences. Meanwhile, kindergarten 2 teachers used tag switching—the insertion of a tag phrase from one language into an utterance from another language such as nah, kan, ya, loh. This study also finds that all kindergarten teachers of playgroup, K1, and K2 use NCA—New Concurrent Approach, which is getting teachers to balance the use of languages within each lesson with teachers allow to switch languages at certain point, such as during important concepts and revisions and when students are getting distracted, praise or told off. The NCA itself is similar to inter – sentential switching.