Review of the available literature suggests that empirical studies on the human factors in English translation programs both in Iran and worldwide are few and that theoretical views on the issue are also mainly tentative. This study set up to investigate the motivating and demotivating factors associated with learning translation in the Iranian context. To this end, based on a non-probability sampling method, 159 undergraduate trainees from two state universities answered a self-report questionnaire. In the second phase, two focused group and three semi-structured interviews with third- and fourth-year students of the previous phase were conducted. The results indicated that translation trainees were driven by the three layers of extrinsic motivation, including external regulation (e.g., external encouragement and degree and certificate), introjected regulation (e.g., social prestige), and identified regulation (e.g., overseas development). Teachers-, administrative- and facility-related factors also served as the major demotivators. The findings are inputted and discussed, above all, within self-determination and social capital theories.