While recent research has produced a substantial body of knowledge regarding translator education in general and translator competences in particular, much less attention has been devoted to competencies of professional translation teachers. Inspired by several researchers who have dealt with the topic (for example, Kelly 2008; Gambier and Pokorn 2013), the authors examine it in the Croatian context, whose specific characteristics (a rather small translation market, no university programmes in translation until 2008, and other) might be expected to influence the views on the topic. The study aims to investigate the perception of a desirable translation teacher profile among two groups of relevant informants: professional translators and translation teachers themselves. In a questionnaire distributed online, they are asked to assess the importance of sets of qualifications and competences selected and adapted from the literature. The teachers are additionally asked to specify the areas where their need for further professional development is most pronounced. Answers are compared based on the respondents’ profession and, where relevant, the university programme they have completed. The results may be used to inform future recruitment and facilitate the design of training courses for translation teachers, not only in Croatia but also in other similar settings.