This study discusses the creation and implementation of the first university-level programme for training deaf interpreters and translators in French- and Italian-speaking regions of Switzerland and French-speaking regions of Belgium. Developed by hearing researchers and interpreters/translators specialising in sign language interpreting and translation, this study reflects on the challenges encountered in establishing these programmes. Using an autoethnographic approach that connects personal experiences to broader cultural and social contexts, the authors analysed their roles as hearing professionals advocating for deaf-led translation and interpretation curricula. This autoethnographic analysis explored the complexities of navigating institutional barriers, fostering trust with the authorities and deaf stakeholders, and ensuring programme accessibility for diverse student cohorts. Ethical considerations and power dynamics related to the authors’ hearing identities as educators are also addressed. To enrich this perspective, the authors conducted reciprocal interviews and compared their experiences of developing these programmes. These discussions revealed shared challenges such as limited educational resources, the need for specialised training in deaf interpretation and translation techniques, and issues related to the authors’ own positionalities.