In this research, Metacognitive Regulatory Strategies (EMR) were characterized in translators in training during a translation assignment. For this purpose, the status of the research on metacognitive regulatory strategies was specified, in the same way the existing questionnaires for evaluating the use of EMRs were reviewed and critically analyzed, and from this review, a questionnaire was developed that served to measure of the use of the EMRs of the UAM translation students and it was validated with another study population. This instrument assesses metacognitive knowledge in relation to regulatory strategies in Translation students, when making a direct translation order (English-Spanish). This instrument was made up of three scales of regulation strategies: planning, monitoring and evaluation. The sample consisted of second-semester students in the Master's Degree in Translation at the Autonomous University of Manizales. Once the instrument was adapted to the characteristics of the population described, the content validity was studied through expert and construct judgment, comparing the new instrument with a reference standard. To carry out the quantitative analysis, the macro categories (Planning, monitoring and evaluation) were taken and each one of them, according to the different statements, was analyzed one by one by means of graphs, taking into account the options provided by the Likert scale, making comparison, relationship and evaluation of each of the items. After doing the characterization, some (not general) conclusions were drawn from the strategies used by the students.