Indonesia's linguistic landscape is among the most diverse in the world, yet its many indigenous and minority languages face increasing marginalization amid the widespread use of Bahasa Indonesia and English. This study examined university students' perspectives on language diversity and the preservation of heritage languages within the context of English as a Foreign Language (EFL) education. Adopting a qualitative descriptive approach, the research drew on responses from a 24-item attitudinal questionnaire and semi-structured interviews conducted with 78 students representing varied ethnic and regional backgrounds. The findings revealed a dual orientation among participants. While Indonesian and English are valued for their functional utility in academic and professional spheres, heritage languages continue to hold symbolic importance, particularly in familial and cultural domains. Nonetheless, the frequency of active use remains low, suggesting a discrepancy between positive attitudes and actual linguistic practice. The results highlight the need for more deliberate efforts to integrate heritage languages into educational discourse and institutional frameworks. Encouraging heritage language use in formal settings may strengthen students' cultural identities and contribute to broader initiatives in language preservation. In light of these findings, policy and curriculum development should consider strategies that acknowledge the value of linguistic diversity, ensuring that heritage languages are not merely celebrated in principle but actively maintained through practice.