Directionality has seldom been discussed with regard to the profiles of translation teachers. At German universities, the target language is usually the teacher's A language. By contrast, in countries whose languages are less widely spoken, it is more common for teachers to work into their B language along with their students. However, A-B teachers educating B-A students are, to my knowledge, very rare except in mixed groups where exchange students from the target culture are present. In this article, I shall report on two experimental translation and revision courses I have recently taught, where the target language was my B language but my students' A language. I shall begin by setting out the assumptions about translation teaching/learning on which my experiment was based, and proceed to discuss the workings of this approach from both my own and my students' perspectives. Methodologically, I shall draw on a first-person action inquiry framework with second-person triangulations. Action inquiry, as developed by William R. Torbert, includes a model for accessing the various aspects of a first-person perspective, which will enable me to analyse the experiential consonance and dissonance that characterised my perception of the two courses.