This article embarks upon Kiraly’s discussion of process-oriented pedagogy. In order to displace the traditional objectivist approach to translator training, which is fundamentally teacher-centered, Kiraly proposes the incorporation of an innovative social-constructivist approach that better reflects the multi-faceted activity of the language professional. He also incites translator trainers to redefine translator competence in order to address the disparity between what is learned in the classroom and what is practiced in the field. After briefly describing social-constructivist educational epistemology, the author states that fostering collaboration in the classroom is the key to shifting from a teacher-centered approach to a learner-centered approach. He argues that, by using a project workshop, students become more competent, reflective, self-confident and professional.