In the mid 1990s, research in the UK identified a lack of higher-level training for interpreters from certain language groups. Anecdotal reports of unsatisfactory practices indicated awareness by clients and volunteer interpreters that there was a need for accredited training programs. During the planning stages of such programs, Kurdish and Somali emerged as priority languages to respond to client demands. Curriculum innovations included: Information and Communications Technology Training, personal tutorials, Mother Tongue Development, Employment and Business Strategies, and Introduction to Translation and Linguistics. Continuous assessment enabled a wide range of students to obtain university credits. This initiative was a partnership between an established community organization working with refugees and migrants, a higher education body, as well as European, UK Government, and National Charitable Funders. Health problems, expectations of participants, restrictions imposed by funders, and staff development limitations meant that highly creative solutions often had to be found when expected and unexpected challenges arose.