The purpose of this chapter is to contribute some ideas about how to overcome what we consider to be one of the main obstacles to innovation in translator training in Canada. Innovation in translator education could be favoured if teachers could further develop their learning/teaching ideas on some “functional knowledge” of established ideas about how people learn. The transformation of the Canadian translation landscape calls for innovative approaches that fit both the challenges of the translation industry today as well as the profiles and values of current generations of learners. For that to happen, translation educators will certainly feel more confident to innovate if they build their innovations upon the principles of Constructive alignment (CA). As an educational concept, CA has been highly influential on the practical aspects, of course, and program design. It deals basically with ensuring the logical links between learning objectives (what is there to learn and how that learning is to be exhibited), learning activities (how learning activities should be organized to ensure that the learning outcome intended are attained) and learning assessment (how we can assess that learning).