This paper investigates perceptions of teachers and students on the qualities of effective translation teachers in universities using survey and focus group interview research. Research results show that translation teacher effectiveness includes but not limited to the following factors: effectiveness of classroom teaching, a level of understanding of translation theory and skills, a way of demonstrating these skills, pedagogies to motivate students for their independent learning, a personality which influences students on their learning process and road to professionalism, and ongoing help for students. This study has implications for both translation teachers and students, giving them insights to cope with different teaching requirements and environments, be more creative, innovative, socially active and responsible, and become lifelong learners; for language teachers in universities, and also for teachers generally in higher education in relation to perceptions of effective teaching.