The newborn MTI (Master of Translation and Interpreting) program in China is a new platform that induces abundant opportunities for translator training, meanwhile poses methodological and professional challenges. Thus, an interactive teaching and learning model is proposed. This study is devoted to finding out whether the interactive model improves the MTI students' satisfaction and the learning outcomes of a compulsory course in the MTI program. This model consists of three modes which are implemented in three respective stages of lesson design, by applying a task-based, workshop-based and project-based methodology, and/or a seminar method. The assessment of the learning outcomes is conducted based on the exam results and other information gathered from a teacher performance appraisal system and a survey completed by the MTI students. This study shows that the interactive model creates an environment that can significantly foster instructor-student and student-student interaction, enhance students' critical thinking and problem-solving skills, and consequently promote the translation competence and translator competence of the MTI students as potential professional translators. Hopefully, this approach will facilitate the teaching of other courses within the curriculum of MTI programs and shed light on other training programs as well.