This research investigates the relationship between schematic knowledge (SK) and translation skill. The study involved 70 Bachelor of Arts (BA) learners, comprising 35 females and 25 males, who were at an intermediate level of proficiency, and they were assessed using the Optimal Performance Test (OPT). The participants were divided into three groups: two experimental groups and one control group, with each group having 20 students. First, the students took a translation test where they carefully translated a passage. Then, the experimental groups were given the second chapter of “The Secret” book. One group received content schemata with background knowledge, and the other received formal schemata with linguistic information. The control group did not receive any specific knowledge. Afterward, the students were given another translation test as a posttest, and they had to translate selected sentences. The collected data were analyzed using SPSS, and it showed a positive and significant relationship between groups. In conclusion, there was a significant relationship between schematic knowledge (SK) and translation skill. When one variable increased, the other also improved. Moreover, the first experimental group, which received content schematic knowledge, performed better than the other two groups. This suggests that promoting and enhancing schematic knowledge significantly influenced translation skills. Teachers and professors can take note of the importance of background knowledge for translation, and students should strive to increase their background knowledge in various domains.