The starting point for developing this toolkit was the lack of a practical handbook which can prepare and guide interpreter-trainers in training future generations of interpreters. The authors feel this missing link both from their experience as professional active interpreters and their role as interpreter-trainers. Being an experienced professional interpreter plays an important role in this scenario, but it does not automatically grant the interpreter expertise in, or even familiarity with, relevant pedagogy and processes in order to train students or assess their progress. The toolkit starts with an insight into the theoretical background of pedagogy in interpreting which presents a discussion on the main elements within the interpreter training program's pedagogical framework. This discussion is linked to the importance for the novice-trainer to understand and be acquainted, not only with the content of the assigned course component, but also with the wider institutional setting and its pedagogical framework. However, the toolkit, above all, provides practical ideas and tools to guide the novice interpreter-trainer in approaching the teaching of course components in conference interpreting such as consecutive and simultaneous interpreting. Therefore, we accompany the introductory theoretical insight with practical recommendations on the teaching of consecutive and simultaneous interpreting within a hypothetical 1-year program. The toolkit provides suggestions for training exercises which are useful at the different stages in the process of skill acquisition. It includes tools and suggestions which aid the interpreter-trainer to prepare and plan adequately for training sessions and addresses the aspects of teaching resources, adequate feedback and assessment methods. In the appendices we present examples of material used by interpreter-trainers. The guidance and suggestions in the toolkit are not meant for specific language-pairs since it is meant as a kit suitable for all novice interpreter-trainers, regardless of the language-pair they work with.