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This study examined students’ literary translation competence. The aim of most literary translation classes is the improvement of students’ literary translation competence, which was developed as a model by Chung (2009) based on PACTE’ sub-competencies of translation competence. The translation of taboo words used in Spanish play La Chunga by Vargas Llosa is a case in point. When students translate these words, especially sexual descriptions, they tend to adopt tone-down translation strategies, such as deletion and neutralization. If they are required to choose literal translation or to demonstrate their translation competence, they try to ascribe their decision to other elements like translation purpose, teacher’s or future client’s translation brief. This reflects that further explanation beyond conventional translation competence is required in students’ translation of taboo words. Thus, this study focuses on the effect of psycho-physiological components on students’ taboo word translation.