Unlike translators of books for adults, children’s translators are in the difficult situation of combining thelinguistic and cognitive abilities of a child reader with the principles of a translation theory developed mainly withadult literature in mind. It is impossible to apply these principles and methods without taking into account thedevelopment of the still immature recipient. This paper explores culture-bound problems in translating children’sliterature. The main focus is on the description of translations, establishing where important shifts occur and analyzing them in order to determine the relationship between source text and target text, the meaning acquired by thetranslated text, and its reception in the target culture