With the wave of globalization as well as the rapid development of technological science, the whole world has been considered as a small global village in which mutual communications are fully performed. In compliance with the speedy exchange of information and regular international contact, cross-cultural translation has without doubt become a bridge to get together people with different languages, domains of life and even cultural backgrounds. That is why it turns out to be an inevitable issue for any nation in the world to nurture and train professional translators and interpreters in the 21st century. Based on the translational theories by F.G. Konigs and U. Kautz, the translation courses are generally divided into two categories: “instructional” and “functional.” In instructional translation, we focus on the mutual translation of words, phrases and sentences—of which the purpose is set on how successfully language learners have achieved in the study of lexical and grammatical components. In the functional translation, on the other hand, the purpose is oriented by textual documents—taking paragraphs and passages as a translational unit and doing translation functionally rather than literally. Functional translation therefore has its goal set to train professional translators and interpreters. The paper—referring to the translational theories above and adopting qualitative approaches—explores the academic status of “translation” in the college departments of German in Taiwan and examines the possibility and dilemma that might arise when professional translation courses are taken as a core part of the curricula. It is our hope that our research could stimulate a wider and deeper study on the topic, looking thus for the best way to have an access to Sino-Germanic translators and interpreters. We also hope that our research could be utilized as a reference in the educational fields of teaching and learning German.