Although research in Translation Studies has burgeoned in the last decades, the number of studies dealing with the role of foreign language teaching for translator and interpreter trainees is still scarce. With a view to filling this void, the present article reports on students' perspectives on foreign language learning as an inherent part of their training. Results are drawn from the analysis of a questionnaire which comprised four open-ended questions and was filled out by 72 students. The analysis features three foreign languages (English, French and German), both as first and second foreign languages (B and C language respectively), and the data have been analysed qualitatively following grounded theory. Our results bring to light that foreign language courses follow a generalist approach that deviates from the ultimate goal pursued in the degree, that is, translation and interpreting practice. Therefore, more translation-oriented methodologies are adduced so that the very specific linguistic training needs of the students can be catered to before they embark on their subsequent translation and interpreting courses.