This research aimed at investigating the effect of using self-regulation strategies on developing translation skills and attitude towards translation for 2nd year Cairo Higher Institute for Languages and Simultaneous Interpretation (CHI) students. The necessary translation skills for 2nd year students at CHI were determined through using a checklist approved by a jury of specialists in teaching EFL. The researcher prepared and administered a translation skills' test and a translation attitude scale. Research participants were randomly selected and divided into two groups (45) students for the experimental group and (45) students for the control group. During the experiment, the experimental group received instruction through using self-regulation strategies, while the control group received regular way of instruction. The experiment lasted for two months. The quasi-experimental design was followed. The statistical analysis of the obtained data from the administrations of the test confirmed the effect of self-regulation strategies on developing translation skills and attitude towards translation in English for 2nd year students at CHI. Therefore, the aim of the research was attained as using self-regulation strategies showed a large effect size on developing the translation skills and attitude towards translation for the participants of the experimental group. Based on the results, it was recommended that instructors should give due attention to the development of translation skills and attitude towards translation in English for university students through using self-regulation strategies. Also, using self-regulation strategies in improving other language skills was proposed.