Translation is not an exception; it is a common experience and occurrence: people may self-translate; they may interpret or translate in the provision of care for loved ones; or they may use machine translation through various apps in their daily interactions. This points to the fact that translator training and education (or what is increasingly being referred to as multilingual communication training) is not only relevant to those wanting to become professional language experts, but to anyone interfacing multilingually. Indeed, intercultural, multilingual, and technological competencies have relevance for, arguably, most people living in Canada. This chapter introduces the volume’s content in relation to the current multilingual moment: Canada’s demolinguistic profile is increasingly heterogenous— much like other jurisdictions across the globe—which suggests that the need for translation and thus adequately trained multilingual professionals is needed and pressing. Part 1 and Part 2 of the volume are explained and a brief overview of each contribution is presented. Each chapter tackles different contemporary issues related to translator training and education in Canada, though the volume’s applicability and relevance are not limited to the Canadian context or Canadian universities.