If it were a generalized feeling among both teachers and students in translators training schools that professional translators should translated both from and into the foreign language, the task faced by teachers of translation courses into L2 would presumably be similar to that faced by their colleagues teaching into L1. However, in countries like Spain where the students' L1 is a majority language, the need for such translation is not 'in the air' as it were, particularly in translation schools, where students are beging instilled with the belief that they should always translate into their mother tongue. Yet in practice more than half of many professioinal translators' work is done into their L2. In this article the author addresses how translation courses into L2 can overcome the stigma attached to this type of translation and how they can acquire the status of preparation for a real professional activity. In order to to so the author suggests a largely TT-centred approach.