The use of first languages (L1) in the English as a Foreign Language (EFL) classroom in Japanese universities is often a source of robust debate. In recent years, there has been an increase in counterarguments against the L2 monolingual EFL classroom and a strengthening of support for L1 usage. This study examines the views of students receiving tertiary English language education on the use of the L1 in English classes. The analysis suggests that students studying English as a second language (L2) in Japanese universities overwhelmingly preferred the use of L1 to aid in the facilitation of learning in EFL classes. Moreover, there were notable trends in attitudes between differing levels of student L2 proficiencies. The results reveal a negative correlation between desired L1 application in EFL classes and the L2 proficiencies of the students, and a discrepancy in the desired objective for L1 application for different student levels of L2 proficiency. These findings suggest the approach adopted for EFL courses in Japanese universities should implement judicious use of L1 and recognize that different levels of L2 proficiency will affect preferences for L1 usage in the EFL classroom.