Codeswitching, which has become the subject of much debate and controversy among different scholars due to its pros and cons, is commonly employed in English as foreign language (EFL) classrooms. However, scant attention has been given to the functions and reasons of teachers' codeswitching in the Ethiopian context. In an attempt to fill this gap, this study aimed to determine the functions and motivations of EFL teachers' codeswitching practices. To this end, three English teachers participated in the study from one secondary school in Ethiopia. The study used audio-assisted observations, field notes and stimulated recall interviews as data collection methods in contrast to studies which relied only on self-reported data. Data were categorized according to Ferguson's typology of functions of classroom codeswitching. The results indicated that teachers codeswitched for academic, managerial and social functions. Furthermore, this study revealed that students' limited English proficiency, teachers' beliefs, the types and the natures of language skills were the major influencing factors for their codeswitching practices. Thus, teachers need to be aware of codeswitching to use it as a valuable instrument for teaching English rather than adhering blindly to English-only rule and ashamed of codeswitching acts. Moreover, as codeswitching is an inseparable part of classroom discourse and something that should not be avoided, teacher training programs should incorporate codeswitching as an effective teaching strategy.