Did you know that there’s not just one way to say “I want” in Italian, but three ways? Depending on the context and level of formality, you can use different expressions to convey your wishes. Understanding these nuances can deepen your command of the language and allow you to communicate more effectively in a variety of situations!
I want = I want
The standard translation of “I want” that every learner learns in their first year Italian course is I think. Io It is a personal pronoun, meaning “I” However I think is the first person singular conjugation of the verb think (want to).
Note that in Italian, the personal pronoun can be dropped when it ends in a verb (in this case -o).
(I want to go to the beach.
I want to go to the beach.
I want = I want
Just as the learner gets the hang of it I thinkthey will soon encounter the second expression: I think.It literally means “I have a desire” and its function is the same as I think.
In this case we have the verb arrivewhich is the first person singular conjugation have (have) and nouns want to (meaning “desire” or “desire”).
(I) want to go to the beach.
I want to go to the beach.
I want = mi va
Do you think there are only two ways to translate “I want”? Far away! In fact, there is a third, more popular expression, I can, which can be quite challenging for beginners. It literally means “it belongs to me,” but in fact, it’s just another way of saying I think or I feel.
I want to go to the beach.
I want to go/want to go to the beach.
This expression is often used in negative form – I don’t think – It means “I don’t want to/I don’t like it”.
Would you like to go to the beach? – No, I don’t like this today.
Would you like to go to the beach? – No, I don’t like this today.




Heather Broster is a graduate with honors in linguistics from the University of Western Ontario. She is an aspiring polyglot, fluent in English and Italian, as well as varying degrees of fluency in Japanese, Welsh and French. Originally from Toronto, Heather has lived in several countries, notably Italy for six years. Her main research areas are language acquisition, education and bilingual teaching.