This article explores the pedagogical benefits of collaborative retranslation. After describing from a psycho-sociological perspective the conditions leading to the emergence of creativity within groups and the role creativity plays in the translation context, it summarizes from a training perspective the objectives of collaborative translation projects and analyzes the results of a collaborative retranslation experiment undertaken in a literary translation class. Two groups of students retranslated the ending of Beatrix Potter’s The Tale of Peter Rabbit based on Victorine Ballon and Julienne Profichet’s translation, and three groups retranslated the beginning of James Joyce’s short story Clay, based on three published translations, namely those by Yva Fernandez (1926), Jacques Aubert (1974), and Benoît Tadié (1994). The students who participated in this experiment shared their experiences in a questionnaire, the answers to which are examined from different perspectives: creativity, translation training, the acquisition of soft skills, and the enhancement of students’ self-confidence.