The professionalism and competitiveness of contemporary graduates are significantly influenced by their foreign language training. As the demand for translation skills specific to the economic sector continues to rise within the professional translation perspective, one of the most sought-after programs at non-linguistic universities is the extended education program titled “Translator in the Field of Professional Communication.” These specialists hold a competitive edge over their peers from linguistic universities, not only due to their subject matter expertise but also because of their linguistic knowledge and translation techniques, which ensure a higher quality of specialized text translations. However, both novice and experienced translators encounter challenges of linguistic and extralinguistic nature while working on translations. The translator’s activity is viewed as a cognitive process, during which discrepancies between the translator's existing knowledge and the information presented in the text become apparent. These discrepancies are often termed cognitive dissonance. A significant challenge in vocational training is identifying strategies to prevent or alleviate cognitive dissonance, particularly when translators deal with linguistic or extralinguistic elements that are unfamiliar to their culture. This paper highlights the importance of anticipating cognitive dissonance and explores methods to address it during specialized translation teaching.