This article presents an empirical study, carried out at four Spanish universities, that explores how theoretical subjects are regarded by students enrolled in an undergraduate degree in Translation and Interpreting. This quantitative analysis is based on data obtained from more than 1,100 questionnaires and analysed using SPSS, a software package used widely in the social and applied sciences. This is followed by a thorough examination of the course descriptions of modules on translation theory taught at Spanish universities, in order to analyse how theoretical modules are designed in undergraduate translation degree programmes. Our research focuses on skills, content, teaching and learning activities as well as assessment tasks. The data obtained allow us to compare students’ expectations, perceptions and interests with the design of modules on the theory of translation, with the aim of identifying areas in which there is a mismatch. This, in turn, opens up the possibility of establishing ways to improve the design of theoretical modules.