Due to the constant changes occurring in the requirements of the translation industry, translator training (TT) curricula need to be continuously developed to produce professional translators qualified for the job market. That is, these curricula need to more specifically incorporate the translation competences (TCs) currently required in the job market (Kelly, 2005). As Kiraly (1995) states that the optimal goal of TT programmes at the university level should be equipping translation students with the competences they need to be professionals. Therefore, this study aimed to investigate the TCs final-year students have acquired, as they perceived, from their undergraduate Arabic/English TT programmes at four Saudi universities, and the TCs currently required in the Saudi translation market as perceived by 1) translator trainers working at the four universities and 2) professional translators working in Saudi Arabia (SA) to ascertain whether these programmes help students acquire such TCs; then, they must be developed accordingly. To this end, three relevant online self-developed questionnaires were sent to three sets of stakeholders, namely final-year translation students, translator trainers and professional translators. Each questionnaire comprised 27 sub-competences based on the PACTE’s (2003) model of TC. 100 students, 42 trainers and 127 translators participated in the questionnaires. This study found that most of the student participants perceived that they have acquired 21 out of 27 sub-competences listed in the questionnaire, which were related to the PACTE’s sub-competences, including bilingual, extra-linguistic, knowledge of translation, instrumental and strategic sub-competences, as well as psycho-physiological components (PACTE, 2017). The exceptions were six sub-competences related to extra-linguistic, knowledge of translation and instrumental sub-competences, besides psycho-physiological components, toward which they took a neutral position. On the other hand, the majority of the trainer and translator participants perceived that all the 27 sub-competences are currently required in the Saudi translation market, except one sub-competence related to knowledge of translation, toward which translator participants took a neutral position. These findings indicate the need to strongly emphasise developing all these TCs in students as they are currently required in the job market to be more qualified for it. It is hoped that this study will contribute to the development of the curricula of Saudi TT programmes to meet current market demands, which in turn will improve the quality of their graduates, producing qualified, professional translators.