Teaching translation has certainly not been one of the most successful practices in Iran the same as in many other parts of the world. While teachers are discontent with the learners’ motivations and language commands, trainees’ criticisms about the teachers’ competences, didactic approaches and personal behaviors seem to be valid areas of concern. Given the significance of triangulation and using data from multiples sources in translation syllabus and curriculum (re-)design, the current study aimed at obtaining insight into the ideals, needs and wants of the trainees as a partly overlooked source of information for translation program improvement. Initially, the study attempted to explore the ideal super competence necessary for (Persian) translation teaching from the learners’ perspective. To that end, the qualitative data from several focus groups with over 80 graduates and senior students of BA English Translation from several Iranian universities were collected and thematically analyzed. Various issues under the four major themes of didactic knowledge, translation knowledge, content knowledge and behavioral and personal qualities were identified. In the next phase of the study, using two originally-designed and validated survey instruments, quantitative data from over 450 graduates and final-year students of BA and MA English Translation at various Iranian universities were collected and statistically analyzed. The results revealed indications to the Iranian translator trainees’ perceptions and expectations of the current approach to the teaching of translation at universities in Iran. These empirical findings can supplement and contextualize the data from the translator trainers, rival programs, emerging theories and the market needs to improve the prospective translation pedagogy in Iran.

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