It is found that many translation-instructors at Taiwan colleges and universities remain responsible for the teaching of “know-what” by using a model form of proper translation paired with an improper one for students to discern the errors. Few teachers take extra efforts into the teaching of “know-how” by analyzing or exploring how the accuracy and properness is brought about. Thus, many students feel pain struggling with the regularly accused errors of over-translation or under-translation without being clear about the exact reason. To help seek a solution, this paper proposes a set of compromise strategies as problem-solving activities to teach how to reconcile the lexical and syntactic variables between the source language and the target language. Moreover, a case study of “face-related” words, in their English-into-Chinese and Chinese-into-English translations, is provided to illustrate the key components in the operating procedures as crucial factors to decide the use of the compromise strategies. Eventually, the designing of activities in relation to the compromise strategies is expected to help develop students’ cognitive instinct based on the refined bilingual and bicultural knowledge to improve and promote their translation performance.