The effectiveness of shadowing as an introduêtory exercise to simultaneous interpreting has long been debated amongst interpreter trainers. Thanks to a mirrored survey amongst trainers and students at the Faculty of Translation and lnterpreting, data was gathered on the current prevalence and relevance of shadowing in training. They revealed that shadowing was mainly used as introductory exercise to help students get used to speaking and listening at the same time, but with limited prevalence and restrictions to the first simultaneous classes. lt did not seem to be considered effective, however it appeared to be also used for benefits not directly related to the cognitive processes involved in simultaneous interpreting. The survey revealed discrepancies in the understanding of shadowi4g, sometimes leading to mismatching strategies from students and trainers. To further explore its effectiveness, instructions based on existing research and empiricaldata on the impact of shadowing on fluency would be essential.