Many college students found the News Translating-Editing (trans-editing) course most practical and interesting. Unfortunately, due to instructors' lack of field experience, there is a significant disparity between content offerings and workplace requirements, resulting in wasted valuable resources and teaching efforts. Kiraly (2000) suggested the use of socio-cognitive apprenticeship, where tacit knowledge and strategy use of professional translators are introduced in the classrooms. Moreover, Colina (2003) posits that expert behaviours and socialization of translators should be incorporated into translation education as well to develop students' self-concept and self-awareness as future translators. Thus, the purpose of the current study is to identify factors from workplace of trans-editing that can improve the quality of news trans-editing instruction. The method to carry out this study was in-depth interviews, with participants of 15 carefully selected professionals working in printed and electronic media to share their translation expertise and insights. After all the interview data was collected, the coding method derived from Grounded Theory was implemented for data analysis. The researchers of this study have identified several categories such as the current state of the news trans-editing field, the trans-editing process and end product, challenges and accomplishments facing this profession, qualifications and personal traits of news translators. These workplace viewpoints and learning tips from field professionals could prove invaluable to design and implement News Translating-Editing course, to develop students' self-regulated learning, in order to close the gap between classroom teaching and workplace demands. It is hoped that recommendations to improve course contents and classroom teaching provided in this paper could help translation teachers train more qualified news editing-translators.