This chapter presents a critical examination of the establishment, structural frameworks, and pedagogical efficacy of translation departments within Libyan universities, focusing on both undergraduate (UG) and postgraduate (PG) programmes. Employing Kelly’s (2005) multifaceted model of translation competence as its primary analytical framework, this research systematically evaluates the specific sub-competences translation departments aim to cultivate. The study adopts a mixed method approach (qualitative and quantitative) along with a critical, systematic review of official UG and PG translation programmes documents. It aims to formulate evidence-based, context-sensitive recommendations for the substantive refinement of translation curricula, designed to bridge the gap between academic training and industry expectations, and to ensure that graduates emerge not only as academically proficient but also as professionally agile practitioners capable of meeting the evolving demands of the national and global translation sector. The findings yield significant insights into the strengths and systemic limitations of translation education within the Libyan context, thereby identifying salient areas for strategic enhancement.