This study aims at investigating the practicality of the current curriculum for translation studies at national level (Iranian curriculum). It is going to have a comprehensive idea of translation students and teachers (university lecturers) over the current translation syllabus at BA level in Iran. A researcher-made CEQ questionnaire (Curriculum Evaluation Questioner quoted from Rahimy 2009) by the total question of 45 (by 60 participants) is provided that is divided to two main parts; one about the courses that could be omitted from the translation program and the other one about the lessons that could be added to this program. This will be used to indicate the strength and weaknesses of the Iranian curriculum for translation program at undergraduate level. This study will follow a quantitative design. Data concerned with questioner will be analyzed by a non-parametric statistic way that is chi-square. As a conclusion the hypothesis that: "there is a complete satisfaction of translation syllabus at BA level in Iran" will be rejected. All things considered 34.81%, from teachers and learners, agree that some courses should be omitted from the translation syllabus and 65.19% disagree. On the other hand 43.74% agree that some mentioned courses can be added to the syllabus and 56.26% disagree that these courses can be added to the translation syllabus. As a result by rectifying the possible deficiencies and adding and omitting the mentioned courses in translation curriculum and translating training in Iran a new suitable model that fitted more to this area is given which is worthwhile for raising experienced translating teacher, having more competent experts in translation, translation examiner and developing of the Ministry of Higher Education. As a result of this model the most practical and helpful textbooks could be provided to gain the objectives in a more suitable way. Even there could be useful changes in tasks and activities that are provided in textbooks and they will be more compatible along the objectives.