Studies have demonstrated that corpora can assist translation teaching and learning in numerous ways; however, students’ use of corpus-assisted translation is rarely discussed in the literature. The present study investigated students’ perceived benefits and difficulties when a student-centered, corpus-assisted translation approach was employed. A case study involving 29 Taiwanese university students was conducted to investigate how the students responded to the curriculum. The corpora employed in the curriculum were the Sinorama Bilingual Corpus and British National Corpus, and the corpus tools that were employed were TotalRecall and Tango. Questionnaires, student group interviews, student online feedback, pre-tests and post-tests, and query log analysis were employed to verify the results. The results indicate that intermediate-level students preferred TotalRecall over Tango because they relied on the Chinese translations of the bilingual corpus to comprehend the query results. In addition, the results indicate that lower-level students had major problems with grammar and that all students had difficulty with synthesizing the query results. The findings indicate that students can benefit from corpus-assisted translation with respect to their accuracy, word choice (vocabulary use and collocation), grammar, and spelling when they complete a translation cloze test. Corpus tools can enable them to develop the abilities to independently identify solutions to translation problems and to construct knowledge while translating. The majority of the students reported positive perceptions toward the corpus-assisted translation. The findings provide evidence that the student-centered, corpus-assisted translation approach enabled the students to acquire the ability to independently identify solutions to translation problems.