Curriculum design should be a dynamic course of development based on the interaction of the designers, the teachers, and the students in which the market demands, the most recent related research findings, and the needs and wants of the clients and students are considered and implemented. The MA curriculum of English translation in Iranian universities which is nationally used has not undertaken any updates since its conception over a decade ago. Despite the great assistance that computers can provide for translators, the curriculum is completely destitute of any technology related courses. The study sought the needs, wants, and perspectives of a sample of over 150 graduating or graduated Master’s students of English Translation at various Iranian universities on the current curriculum in term of technology-related courses. To collect the data, a Likert-scale questionnaire instrument was developed and used. The findings indicate that translation-related technology competence has to be a major focus of instruction in the Master’s English Translation program in Iranian universities. Based on the results, recommendations on practical aspects of including relevant courses into the program are discussed.

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