Throughout the twentieth century, academic discussion in EFL teaching claimed that English is best taught and learned without reliance on the students’ own language (L1); however, in recent years, this Englishonly rule has been increasingly questioned, and the role of the students’ own language has been reevaluated. Despite this shift, there remain considerable gaps in our understanding of teachers’ opinions and attitudes towards own-language use (OLU) in EFL classrooms, particularly in the Moroccan context. In this regard, the present paper reports on the qualitative strand of a broader mixed-methods study that examined Moroccan EFL high school teachers’ attitudes and classroom practices regarding OLU, focusing specifically on teachers’ personal reflections gathered through an open-ended questionnaire item inviting them to write a short paragraph on their views about OLU in ELT. The responses were analyzed using thematic analysis as an analytical framework, and the results revealed that there is considerable OLU in Moroccan EFL classes and that teachers’ views are more complex and nuanced than expected. Consequently, since OLU appears to be a significant part of classroom practice, future research and teacher training should explore optimal translation strategies and OLU activities that can effectively enhance EFL learning.