What purposes might literary translation serve in the K-12 classroom? In this article, I use practitioner research to explore a heritage language poetry translation project I taught with third and fourth grade multi- and monolingual students in a suburban independent school. Students interviewed family members about their heritage languages, worked with family and community members to choose and analyze a poem in their heritage language, and developed three interpretive translations of the poem in English. Drawing on classroom observations, student and family reflections, and a range of scholarly and critical perspectives, I describe three purposes for teaching literary translation. Translation can disrupt hegemonies of texts, languages, and identities; develop multilingual students' critical bilingualism; and work toward "critical monolingualism" for students who do not (yet) speak a language other than English.