It is the practice of many teachers of foreign languages to recommend to their students that they go over the assigned translation more than once. The first translation of a passage permits the student to become familiar with new words and phrases. A second or third translation of the same passage would link these words and phrases together in an idiomatic form in addition to correcting any mistakes that had been made in the previous translation or translations. This article is a report of an experiment to determine whether there is any corrective value in this practice. The subjects for the experiment were ninety-seven students composing three classes of first-year Spanish in Albion College, Albion, Michigan. The material consisted of nine selections of Spanish prose of approximately eighty-five words each. The procedure was as follows: One class translated each selection once; another, twice; and the third class, three times. Each translation followed immediately the preceding one. The translations were written on paper provided by the experimenter. The students were permitted to use their Spanish-English vocabularies. The word "translation" is not used to denote the free reading of a passage, commonly called "reading for thought." The students were required to translate each sentence as correctly as possible with respect to grammar. The papers were checked for two principal types of errors: (i) grammatical errors, consisting in the use of the wrong person, number, case, or tense; (2) vocabulary errors, consisting of the use of extraneous words and phrases, the omission of words, and the use of wrong words. Individual differences were eliminated in two ways. First, by a system of rotation the class which translated once one day translated twice the next day and three times the following day; the procedure