This article explores the implementation of pedagogical translanguaging in trilingual schools within the Basque Autonomous Community, where Basque, Spanish, and English are taught. Traditionally, these languages were separated in instruction, but the study introduced teachers to translanguaging, encouraging them to use students’ entire linguistic repertoires. The article presents three case studies: a primary school science class using cognates across the three languages, a secondary school English grammar class comparing sentence structures, and a multilingual news writing activity involving Basque, Spanish, English, and Arabic. Teachers found that translanguaging helped students engage more deeply with the material and recognize connections between languages. However, concerns were noted about maintaining the minority language, Basque. The study concludes that while translanguaging offers significant benefits in multilingual education, it requires careful planning and broader adoption to overcome the challenges posed by traditional language separation ideologies.