Ear-voice span (EVS) has often been considered as an indicator of cognitive load in simultaneous interpretation. However, many studies suggest that EVS might be the result of several variables. The aim of the present study was to observe how EVS management changes as the interpreter acquires experience. The author therefore decided to observe the evolution of EVS over the training of a cohort of interpreting students. Two Italian students were asked to interpret the same English speech twice, three months apart. The author could therefore observe how EVS changed for each student at two different points of their training. EVS was measured at the beginning of clauses to obtain a mean EVS for each performance. Different categories of word EVS were also measured: keyword EVS (words that the students received in advance), challenging unit EVS, and number EVS. The categories were identified to see whether the students managed EVS differently depending on the nature of the input segment.