This paper aims at sharing an experience and contributing to the thinking on the transformation of a teaching scenario of a terminology master’s programme, in a translation studies course at the Faculty of Translation and Interpretation (University of Geneva). Formerly conceived as an ex cathedra course, it has been progressively rescripted to incorporate several active learning strategies, and in particular project-based approaches and flipped classrooms. The experience presented, developed step by step over several years, highlights the process and reflections underlying this transformation, as well as the effects of these changes on the quality and perception of the course, from the point of view of both teacher and students.