Based on the experience of developing and teaching an introductory course on Spanish-English interpretation, this study will situate and justify translation, more specifically interpreting, as an important component for language development. The goal is to analyze ways the development and implementation of an interpreting course (focusing on consecutive and simultaneous interpreting and sight translation) can help develop students’ language, cultural, subject, and overall transfer competencies, categories enumerated by Albrecht Neubert (2000). Based on student feedback, learning outcomes, and a description of teaching methods that combine the process-oriented and product-oriented approaches, this study will also point out that second language acquisition (SLA) findings can inform the teaching and the practice of professional translation (Colina 2006: 213). In addition, it will illustrate that an interpreting course is in alignment with the National Standards for Learning Languages and helps not only improve language skills and interpreting techniques but also opens minds to a new culture, improves cross-cultural and intercultural communication, strengthens public speaking skills, boosts confidence, and helps expand personal horizons.