This chapter offers a critical overview of the current state of translation and interpreting training in South African higher education institutions. Set within a distinctly multilingual context, where eleven official languages coexist alongside numerous indigenous and community languages, the chapter explores how translation, interpreting, editing, and localisation, as well as translation-related activities such as translanguaging, are not only essential but also deeply integrated into daily communication and institutional practices. The chapter examines the current state of translation and interpreting pedagogy by analysing the programmes, courses, and teaching methodologies used in several South African universities. It situates translation and interpreting education within broader language practice and applied language studies programmes, exploring how these disciplines intersect with national language policy, social transformation, and the professional requirements of the language industry. In particular, the chapter investigates the translation programmes that are currently offered in many language departments/centres at the Faculty of Arts and Humanities, University of the Western Cape. Emphasis is placed on the ways in which curricula reflect or fall short of South Africa’s multilingual reality, and how pedagogical models can better engage with the hybrid language practices of students through strategies such as translanguaging. The chapter contends that effective translator and interpreter training must include translation theory and modern pedagogy. Language educators should critically engage with translation studies and teaching theory to ensure practitioners are linguistically competent and culturally aware. It advocates for a reimagining of education that addresses students' linguistic realities and the needs of a diverse society. Translator and interpreter training is regarded as vital to higher education's mission to foster equity, inclusion, and access to knowledge in post-apartheid South Africa.