In contemporary research on translator training and education, emphasis is largely placed on the translation process and translation competence acquisition. A broader social constructivist approach to translator training is needed to pay more attention towards strengthening the social connections within which translators are embedded and towards addressing a multi-dimensional translator competence rather than translation competence (Kiraly, 2013). Thus, shifting the initial traditional focus on linguistic skills to a more comprehensive set of competencies that can better prepare the freshly graduated translators to venture confidently into the Language Service Providers market is needed. Entrepreneurial skills are among the most significant skills translators should acquire in the 21st Century. The 2030 Agenda for Sustainable Development pays close attention to entrepreneurship as a means for creating decent work opportunities, improving the quality of life, promoting sustainable economic development, and fostering innovation. While the UN 2018 World Youth Report commends efforts for introducing entrepreneurship to educational programs in both developed and developing countries, it still calls for further studies to evaluate the effectiveness and value of such programs. Although there is a growing interest among institutions of higher education in Egypt to integrate entrepreneurship education in their programs, in fulfillment of the Egypt Vision 2030 and consequently the global SDGs, this interest remains confined mostly to the science majors like engineering, computer science, or even pharmacy and dentistry. Translator training in Egypt mostly focuses on developing the linguistic skills of translators and in best cases their technology and soft skills. To introduce entrepreneurship into translator training, it is not just enough to combine specific skills of business planning and management to linguistic and soft skills, there should be a shift in the teaching and learning methodologies and the roles assumed by students and instructors (Lackeus, 2015). This article presents a case study of a project that integrates entrepreneurship education in a quasi-professional practice setting within a legal translation course for senior students of the translation minor, at an Egyptian private university. The study adopts a post-modern relativistic qualitative methodology as advocated by Kiraly (2013, 2014) to investigate the newly emerging translator competence. Interviews are also conducted to further consolidate the research findings. The study aims to provide insights into curriculum development for translation undergraduate programs promoting entrepreneurship education and student-centered learning. In addition, the study proposes a model of translator competence that befits the new changes in the LSP market and contributes to the 2030 Agenda.