Between 2008 and 2011, Göpferich followed the development of 12 BA students of translation at the University of Graz and compared them on several factors to professional translators (n = 10) (Göpferich, 2011, 2012, 2013). Göpferich, just like the PACTE group, focused on translation-specific subcompetencies; accordingly, data was collected on strategic competence, translation routine activation competence and tools and research competence. Similarly to the PACTE group, Göpferich found that the development of translation competence was not linear for either variable, but there were stagnations and plateaus. Several explanations are given for this phenomenon, for example, lack of practice at certain stages of the training period (i.e., when theory is taught), ability to recognise translation problems coupled with an inability to solve them, and ongoing language development. The last explanation is important for the present study, as one key factor we studied was language competence. Language competence is very often taken for granted by translation scholars; however, as Göpferich (2011) notes, translation competence cannot develop if language competence does not reach a certain level. As a result, it may very well happen in training that translation competence development is put to a halt and is “waiting” for language competence to reach the required level. Unfortunately, language competence is not very often examined within Translation studies; consequently, we do not have much information on the exact nature of the relationship.