This study examines translation errors and their persistence in English-Arabic translation, using a two-phase approach with 16 translation students from Mu’tah University. It aims to understand error persistence based on Conceptual Integration Theory (CIT). The second session, after targeted orientation, shows improved translation proficiency. The analysis of the data from the second session entailed the analyses of think aloud protocols (TAPs), as students were required to record themselves while translating from English to Arabic. Strategies addressed lexical, syntactic, cultural, collocation errors, but challenges remained due to factors like incomplete blending of concepts, cognitive rigidity, overgeneralization, and cultural mismatches. CIT analysis revealed causes like incomplete blending and cognitive rigidity. The study emphasizes continuous support in translation training. Implications extend to pedagogical strategies, emphasizing conceptual understanding, cultural awareness, evaluation, collaborative learning, and tech integration. Recommendations include ongoing evaluation, real-world exposure, and interdisciplinary approaches. This research opens avenues for exploring long-term orientation effects, multilingual contexts, cognitive load, error recognition training, and interdisciplinary perspectives. This contributes to understanding error persistence, refining training, and developing skilled translators, advancing translation competence and pedagogy.