The paper examines the appropriateness of translation and interpreting tasks for language teaching. To this end, it analyses an advanced-level Japanese language subject taught at an Australian university, utilising the concept of intercultural language learning (ICLL) as a theoretical framework. The study also investigates the learning experience of students, in an attempt to discuss the significance of incorporating translation and interpreting in advanced-level Japanese language teaching. The data on which this paper is based come from subject evaluation surveys and interviews with former students. Positive aspects of students' learning experiences through translation and interpreting identified in this study include relevance to real-life and constant interaction, which directly contributes to promoting students' learning. (Contains 1 figure.)