Within the field of Chinese Language Pedagogy contributions often deal with the subject of teaching Chinese as a foreign language for special purposes, for example in the field of business. Nevertheless, for the author’s knowledge nothing has yet been published dealing specifically with the teaching of Chinese as a foreign language for translation. Although many students graduating from East Asian Studies subsequently find work as translators, they have seldom received any training in translation theory or practice. They may, therefore, not be suitably prepared for such an activity. In this paper a brief explanation will be given of those features that distinguish teaching Chinese as a foreign language for translation from non-specific approaches: namely, the unequal treatment of the four language skills; the need for previous command of the lexical and morphological language structure; a textual approach to language; and, the development of complementary skills. The main objectives in teaching Chinese as a foreign language for translation are: to develop students’ reading comprehension, to train writing skills; oral comprehension and oral expression; develop and consolidate linguistic knowledge; emphasize contrastivity; increase sociocultural knowledge; develop sensibility towards translation; and familiarise them with the use of reference materials. Although teaching Chinese as a foreign language for translation seeks to train students for work as professional translators, we believe that this approach has many positive attributes which, if included in Chinese second language teaching, can provide students and teachers with a new and interesting approach to language learning and, eventually, contribute to train professionals globally so that they are better prepared for professional activity as translators.