There appears to be an increasing conviction that the first language (L1) has a necessary and facilitating role in the second and foreign language (L2) classroom. Further, a survey conducted by the writers showed that 100% of the Foreign Languages’ teacher respondents admitted that they used L1 (Bahasa Indonesia) when teaching. This is a fact that for some reasons, the use of BI is unavoidable. However, to assume a simple linear relationship between exposure to language and learning irons out much of the complexity of teaching and learning, and ignores the possibility that certain uses of a common mother tongue might also contribute to foreign language learning. This research was aimed at identifying the role of Bahasa Indonesia in foreign language teaching in foreign language classroom at the language training center Universitas Muhammadiyah Yogyakarta in. This study was a case study attempting to understand the subjects’ perception on a certain issue. The design of the study employed a qualitative research design, since qualitative approach provides an insight into what is happening and why it happens. It concerned more with process of the objective. The participants of this study were 50 foreign language teachers at the language training center UMY for the survey using questionnaires and four lecturers for the interview session. The results show that the role of Bahasa Indonesia in foreign language teaching is indirect. The effect is more on creating relaxed and comfortable learning atmosphere among the students. When students feel comfortable, they tend to actively participate in any activities in the classroom.