The field of translation studies has developed into an academic discipline only in the second half of the twentieth century. Over the past decades the surge in studying translation has motivated colleges in Taiwan to set up more and more translation programs. However, research on translation instruction is still at an initial stage and has not been given the attention it needs. One possible reason is that translation has long been an element in foreign language courses without developing its own teaching criteria. Most translation programs so far still lack sound pedagogical criteria on how to approach the issues such as course design, teaching methods, materials, and assessment. Moreover, many translation teachers are fed up with the traditional routines of translation teaching and have called for a more creative and student-centered approach of instruction. From the perspective of the area of language teaching, a wide variety of teaching methods have been proposed since 1980s. Among them, web-based instruction has increasingly gathered importance in the language classroom. The use of the Internet and other computer technology can create a network education platform to promote student learning in a more interactive, collaborative, and meaningful manner, which is highly consistent with the teaching principles of social constructivism. But little research attention in Taiwan has been put specifically on how to teach translation through on-line materials and resources. Thus, this study is an attempt to develop a network education platform by the use of a course management system (CMS) like Moodle to design and implement a translation course at a university. All the teaching materials, translation exercises, assignments, tests, and other related resources are put on the website, including several effective translation tools such as on-line dictionaries, machine translation (MT), translation memory (TM), and translation corpus. All students in the study were encouraged to receive the on-line instruction to create a learning community, in addition to their attendance in the real classroom Data collection methods included the researcher's participant observation in the class, interviews with students, and analysis of students' translation works. It is hoped that the development of a web-based teaching platform as well as the findings from this study may contribute to a better use and understanding of this alternative translation teaching method.