This case study serves as a preliminary inquiry into the constructive use of student feedback in interpreter education. An examination of student research proposals and reports in a professional interpreter training program reveals some recurring themes in students’ interests, expectations and concerns regarding their learning experience, including interpreting strategies, directionality, language competency, and authenticity. These findings are a valuable resource to help interpreting teachers reflect on their practice and modify it for continuous improvement. At its conclusion, this article suggests some possible solutions for addressing the issues raised in the findings.