The focus of this thesis paper is the positive effect that translating can have on teaching and/or learning a foreign language. Translation was, for a part of history, the only language learning method, used for extensive translating of mostly religious texts. With the improvement of education and teaching methodology, translation lost its place in classrooms because of the hypothesis that it is simply not a method that could have a positive effect on foreign language learning. In the last few decades, translation has slowly started to return as one of numerous teaching methods with the intent of improving language learning. Combined with other methods, more commonly found in foreign language classrooms, translating can prove beneficial both for the foreign language teacher, and the foreign language learner, in terms of gaining a much broader image of the foreign language, raising cultural awareness about the foreign language, and the mother tongue, and, finally, raising awareness of the languages involved in translation activities. As the author of this thesis is nearing the completion of her studies at the Faculty of Teacher Education in Zagreb, her focus is teaching EFL to primary school learners. As a part of this thesis, the author provides two examples of translating children’s literature. One of the texts is an originally English text translated into Croatian, a fragment of Roald Dahl’s Matilda, and the other originally Croatian, translated into English, an extract from Zvonimir Balog’s Zmajevi i vukodlaci. Those two translations serve as the basis for translation activities which could be conducted with EFL learners in Croatian schools. The author justifies the statement that translation could be seen as a productive language learning activity by describing a short ‘pilot-study’ conducted with a limited number of two sixth grade examinees, which proved the claim to be accurate.