Teacher development is the key to the success of MTI program (Master of Translation and Interpretation). This study adopted a quantitative approach to investigate the current situation of the professional development of 514 MTI teachers from 32 provinces / municipalities / autonomous regions in China. It comprehensively described the current situation of MTI teachers in age,professional titles and academic qualifications,and portrayed the “three in one” pattern of MTI teachers’ professional development and the barriers in their teaching,research and translation practice. It is hoped that this comprehensive and systematic description of the current situations of MTI teachers’ development will provide some reference for the future MTI Teachers’ training and education,and relevant policy decision so as to further promote the qualities of MTI education.