How do we teach literary translation into an L2 language? Is there any way to improve learners’ translation and literary competence at the same time? Is there any possible way to provide learners with different linguistic and literary levels in a single class? This study was rooted in these realistic concerns of translation training. As such this study suggests that back-translation could be applied to literary translation classes with students and teachers whose L1 does not correspond with a target language. For this purpose, the Korean-Spanish back-translation task of Por Favor, Cuida De Mamá by Aurora Echevarría was assigned to 16 undergraduate and postgraduate students. As a result, it was found that literary translation, which was considered to be ‘impossible’ by some learners at first, could be practiced in a learner-centered way: they could identify their own weaknesses; share more concrete translation strategies in peer-reviews; evaluate their works tracing discrepancies between their back-translation and the professionally translated text at all linguistic and translation strategic levels. They also had a chance to think about why stylistic considerations should be emphasized in literary translation apart from linguistic transfer. In conclusion, back-translation can be used to improve not just proficiency in a target language but also to enhance students’ translation and literary competences in a multidimensional way.