The present paper reports a study carried out to examine the possible outcomes of incorporating cultural translation theories and its subcomponents to translation syllabi and highlight their possible positive effects on translation quality of EFL learners and translation trainees in Iranian universities.150 Iranian undergraduate students took part in this study. They were divided into three groups –one experimental and two control groups. After homogenizing the participants through a TOEFL test, a translation pre-test was given to them and then cultural theories of translation like Venuti's model were taught to the experimental group who were later required to use the taught material in their classroom translation practice during one academic semester. The control groups were run traditionally as widely practiced in Iranian undergraduate translation classes. A translation post-test was given to all the groups at the end of the semester. The statistical results demonstrate a significant difference between the pre- and post- tests in the experimental group as compared with the control groups.