The training of signed language translators and interpreters (SLTI) have undergone a profound transformation in recent decades. Historically situated interpreting practices gradually evolved into organised systems of education, laying the groundwork for contemporary models of interpreter education. This special issue focuses on the content, theories, and practices of teaching SLTI and reviews how degree programs can be designed in such a way that they combine linguistic and professional competence with social responsibility. The assembled contributions show that it is not sufficient to structure curricula solely around technical competences. Rather, SLTI education must be understood as a field situated at the intersection of institutional requirements, social responsibility, and academic reflection.