The research aimed to identify syntactic and semantic translation techniques followed by both bilingual and trilingual English Language teachers in Halayeb and Shalateen schools. It also aimed to identify their knowledge of the Cognitive Retroactive Transfer CRT-oriented translation strategies followed by their students. The research utilized two instruments: the first is the translation techniques questionnaire that aimed to identify the bilingual and trilingual teachers' translation techniques that they follow in their classes. The second is the CRT-oriented translation strategies questionnaire which identifies teachers' knowledge of CRT- oriented translation strategies followed by their students in Halayeb and Shalateen schools. The research followed the descriptive and the one-group quasi experimental designs. Participants (N.22) were both bilingual and trilingual English language teachers, Red Sea educational directorate. Results showed that there were no significant means differences between the participants in the translation techniques that they follow in the total scores dimension (sig .428) while there were significant means differences between them in the syntactic techniques dimension (.740) favoring the trilingual participants. Results also showed that there were no significant mean differences in participants' knowledge of CRT-oriented translation strategies followed by their students in the total score (.291) while there were significant means differences between them in the vocabulary dimension (.947). The research recommended integrating CRT-oriented translation techniques in both pre and in-service EFL teacher education programs. It also recommended running professional development programs for trilingual EFL teachers in Egypt focusing on both the translation techniques and strategies.