The article considers some features of the professional training of translators, namely the problem of developing cognitive flexibility. The insufficient study of this problem at the present stage determined the choice of the research topic. The objective of the article is to analyze the problem of cognitive flexibility of the translator and its formation in the process of training. Cognitive flexibility is the ability to quickly adapt one's thinking to new situations, change problemsolving strategies and switch between different concepts. Cognitive flexibility is important for intercultural communication, as it helps to effectively interact with representatives of different cultures. Therefore, cognitive flexibility is a key skill that ensures the efficiency, quality and accuracy of translation, helping to adapt to different working conditions and complex language situations. Translation is a complex cognitive process that requires instant analysis, interpretation and reproduction of the content in another language, taking into account the communicative context. The translator's activity is associated with the active work of mental processes, namely: attention, memory, analytical thinking, imagination, emotional regulation. The process of oral translation is especially intense, as it is necessary to maintain concentration, process large amounts of information and adapt in accordance with the cultural and linguistic norms of the target audience in conditions of limited time. The main approaches to the development of cognitive flexibility include educational, psychological, sociocultural, and neuropsychological approaches. Translation requires not only knowledge of languages, but also deep mental activity: understanding the context, subtext, emotional coloring, quick switching between languages, attentiveness, memory, imagination, analytical thinking. Psychological competence contributes to effective communication with clients.