This seminar paper aims to study the use of metacognition in interpreting training and introduce some metacognitive tools that may facilitate interpreting teaching and learning, promote learner autonomy and enhance the quality of education. The first part introduces the concept and gives an overview of previous studies on metacognition. Some examples of metacognitive tools that can be used in interpreting training are provided: teacher feedback, tutorials, self-assessment sheets, peer feedback, journals and portfolios. The second part of the paper presents concrete examples of how three of these tools (namely self-assessment sheets, portfolios and journals) have been developed and applied by three teachers in three different universities and draws conclusions in the light of the contribution these tools made to interpreting learning. Finally the paper briefly discusses the potential benefits of these tools in a virtual learning environment.