This article addresses a gap in translator and interpreter education in Uzbekistan: the near-total pedagogical separation of simultaneous interpreting (SI) and written translation as distinct skill sets, despite both being organized around the same theoretical core — the pursuit of equivalence between source and target text. Drawing on equivalence theory (Nida, Catford, Koller, Vinay and Darbelnet) and process-oriented interpreting studies (Gile, Pöchhacker, Seleskovitch and Lederer), the article develops a comparative conceptual framework that identifies where equivalence-seeking mechanisms in SI and written translation converge and where they diverge, and translates this framework into a staged pedagogical model. The model is illustrated with constructed Uzbek–English example pairs and proposes a four-stage instructional sequence — awareness-raising, contrastive analysis, mode-specific strategy training, and integrated assessment — suitable for master's-level translation and interpreting programs. The article is conceptual and methodological in nature; it does not report new experimental data but proposes a framework intended for empirical piloting in subsequent classroom-based research.