The study was intended to provide a description of the attitudes of English-major students towards the teaching methods in translation courses to find out more about the quality and relevance of such methods to students’ needs, concerning the necessary educational resources provided in the methods of teaching. Accordingly, a multi-item Likert-scale questionnaire containing 32 items was developed based on the principles applied in the traditional, complex and modern methods of teaching translation in order to collect the required data for the study. Cronbach’s alpha was administered for estimating the reliability of the items which was .939. Besides, experts’ judgments and item analysis were used for the coverage and relevance of content and construct validity. To collect thedata, 100 questionnaires were distributed among participants to obtain their responses for each item. The responses to the items were stored as numbers. Moreover, the frequency tables were then extracted via descriptive statistics of SPSS software to generate the summary of the participants’ responses to the items, based on which the final data analysis and reports were provided. The results showed that although all the methods were common, the modern methods were the superior to the other methods and emphasized the necessity for further incorporation of teaching principles for assuring the quality and relevance. The results of the study would be helpful for students and instructors in translation studies by enabling them to find out how the features of teaching methods might lead the students with various attitudes in learning how to translate.