This research attempted to explore the effectiveness of implementing collocation-related activities to facilitate translation teaching and to analyze collocational errors made by college students. The researcher set up an on-line teaching platform with various kinds of corpora and resources for students to use. At the same time, the researcher could collect data and monitor students' translation performance in the class. Twenty-six college students taking the researcher's translation course participated in this study. Both quantitative and qualitative research approaches were adopted. In terms of quantitative research, a quasi-experiment with one-group pretest-posttest design was conducted to examine (1) the relationship between college students' collocational proficiency and their Chinese-English translation proficiency, (2) if the instruction of collocations could really improve students’ Chinese-English translation quality. On the other hand, qualitative aspect of research sought to collect, identify, classify, and explain the collocational errors found in these students' Chinese-English translations. It is hoped that this empirical study could bridge the gap between practices and research aspects of translation instruction, and provide translation teachers with an alternative way to teach translation.