Fostering a more inclusive and effective learning environment could ultimately support better academic outcomes and language acquisition, Thus, this study explores the disposition of English as a Foreign Language (EFL) students towards bilingual interaction in the classroom. The research employs a case study design, gathering data through handing out questionnaire and classroom observations to understand students' attitudes and perceptions. The questionnaire is divided into four parts, they are attitudes towards bilingual interaction, benefits and challenges, teacher’s role and strategies, and personal preferences and suggestions. This study was conducted in class IX Bilingual Class at MTsN Tsanawiyah Makassar with ten students as subjects of this research. By exploring Cummin’s Interdependence Hypothesis (1979), findings indicate that students generally have a positive disposition towards bilingual interaction, recognizing its benefits in enhancing comprehension and facilitating language acquisition. The use of the first language (L1) alongside the target language (TL) in classroom settings is perceived as supportive, helping students grasp complex concepts more effectively. Additionally, bilingual interaction is seen to foster a more inclusive and engaging learning environment, promoting active participation and reducing anxiety associated with learning a new language. These insights suggest that incorporating bilingual strategies in EFL instruction can significantly improve students' learning experiences and outcomes. The study underscores the importance of teacher training in bilingual education methods to maximize the potential benefits for EFL learners.