The topic of this thesis is the use of translation as a method of learning foreign languages. The aim of this paper was to present the attitudes of future English teachers from Croatia (currently students at the Faculty of Teacher Education in Zagreb) about the use of translation in foreign language teaching and learning. The research consisted of questions related to the amount of translation used, the level at which it should be used, with which age group and how often, as well as questions about ideas on how to implement translation in foreign language teaching. The paper touched on the following topics: whether translation is a positive or negative method and how welcome it is to use L1 in teaching a foreign language. The introductory part set a theoretical framework, presenting theoretical views on the mentioned topics. The paper also looked into the question of how much the teacher's previous experience influences the choice of methods to use in teaching, and it also presents the benefits and advantages of using translation in terms of developing certain language skills. Translation in foreign language teaching is a topic that has preoccupied many theorists, as well as practitioners. Ever since the beginning of the twentieth century, when translation was forced to the background, and when it was almost forbidden in language learning, it has been debated whether translation has more positive or negative sides. It seems that, like any other method, translation should not be used as the only method because then the development of some of the language skills could be neglected. Taking everything into consideration, the respondents mostly answered that they would use translation in moderation.