One of the main aims of translation technology teaching is to ensure that, through sufficient in-class practice with the tools, students develop translator competence (Kiraly, 2006) so as to be marketable and competitive in the translation industry once they graduate. However, different learning paces and time constraints may hinder this process. In order to address these issues, flipped translation technology learning (“flipped classrooms”) was introduced at London Metropolitan University in the teaching of translation tools at both undergraduate and postgraduate level. In flipped learning, class time is dedicated to practising, collaborative learning, and individualised support from the lecturer (Straw et al., 2015), once instructional content has been made available to students online before class. This chapter will present a case study based on the analysis of end-of-semester module evaluation forms collected from students, demonstrating how this approach has empowered them by enhancing their overall translator competence and satisfaction.