This case study explores the perceptions, forms, and future plans of translanguaging in the Academic Writing process of pre-service teachers. Using theories on forms of translanguaging (Baynham & King Lee, 2019; García & Lin, 2017; Zhu, 2020, as cited in Hajir & McInerney, 2022) and the stages of writing proposed by Hyland (2003), this study investigates how pre-service teachers perceive and use translanguaging in their Academic Writing process. The research integrates observations, interviews, and artifact analysis involving pre-service teachers to understand their engagement in using translanguaging as both a communicative and pedagogical strategy. The results show that pre-service teachers not only perceive translanguaging as an effective method of communication but also as a very important tool to enhance their engagement in academic content, especially at the stages of topic selection, prewriting, writing, and feedback. The research findings show significant use of translation, code-mixing, and code-switching, excluding transliteration, which underlines their language adaptability in a multilingual academic context. Moreover, the study highlighted the participants' intention to incorporate interpreting into their teaching methodology in the future, recognizing its potential to create an inclusive and effective learning environment. This research contributes to understanding how pre-service teachers can use translanguaging to increase student engagement and support language diversity in the classroom, thus enabling them to better meet the needs of diverse students in the future.