This article first presents widely accepted definitions and models of the translation process and translation competence and notes the lack of a fully developed model of translation competence acquisition (TCA). The Input-Interaction-Output Model of second language acquisition (SLA) is introduced, after which these various models are combined into a proposed model of translation competence acquisition. Each stage in the model is then explained from the point of view of SLA, TCA and translation pedagogy with special attention to meta-cognition and cognitive conflict. Finally, some of the limitations of the model and fields for future research are presented.