Interpreters regularly help to bridge language barriers in many settings so that limited-English-proficient or non-English-speaking people can have equal access to English-dominant services in the linguistically-diverse U.S. To ensure quality interpreting services, several certifications have been developed, especially in medical settings. These provide an opportunity for interpreters to demonstrate their knowledge in essential areas; however, current certifications place limited emphasis on mental health interpreting despite its importance to overall wellbeing. Interpreters working in these settings face unique challenges that must be addressed in training programs in order to be prepared to work in mental health settings. Therefore, a model program for mental health interpreting education is proposed that focuses on the specific aspects required to successfully work in this area. In addition to language and interpreting proficiency required of all interpreters, this model also accounts for domain-specific knowledge, psychotherapeutic methods, codes of conduct, and professional practice. The model proposes several learning objectives and outcomes that can complement existing medical interpreting programs and suggests course and content sequencing to ensure adequate preparation for interpreters working in these areas.