This study examines the English language student-teachers’ beliefs about the use of L1 in EFL classroom across the world in the context of ongoing debate among researchers and practitioners whether or not L1 should be used to teach English in ESL or EFL context. This research investigates the opinion of teachers and their reflection upon their students’ demands in the Master of Applied Linguistics program at University of Queensland, Australia. These participants have different contexts of teaching English in their home countries. To collect data, four point Likert scale questionnaire was used. Data after calculations and analysis is presented in the table and discussed. Results indicate that the limited use of L1 is not unnecessary and has positive effects in certain activities.