Research has shown that students' translanguaging serves various task- and non-task related functions. While research into translanguaging has attracted considerable attention in a western context, there is a dearth of studies examining translanguaging in a science classroom in Pakistan. The current study, therefore, explored the functions of students' translanguaging practices in an intermediate science classroom in Pakistan. Employing a case study design, the data was obtained from three intermediate students attending science class for over five weeks using structured classroom observations, audio recordings, and reflective journals and semistructured interviews. Results of the study showed that participants employed translanguaging in both taskreferring and non-task referring functions. The study also confirmed the benefits of translanguaging in helping participants to learn content in the science classroom. Implications for science teachers, teacher educators and policymakers have also been discussed.