Sight translation (ST) has long been used in teaching simultaneous interpreting (SI). However, little research addresses what specific skills of ST can be transferred to SI, and how. As a pilot study based upon the assumption that ST and SI have some important features in common in skill development, this paper argues that ST can be used as a valuable tool in teaching anticipation skills in SI. To corroborate the value of ST to SI in anticipation, an empirical experiment, against and around which this pilot study is propped, was carried out in two locations: Sydney and New York with the participation of three groups of subjects: professional interpreters, simultaneous interpreting beginners and interpreting beginners. While the professional group was made of United Nations interpreters who performed ST from English into French, the two other groups were interpreting students from Macquarie University, Sydney, who performed from English into Chinese. The experiment consisted in comparing the ST renditions by those groups of two texts, excerpted from a speech by President Bush on climate change. One text was given wholly to the subjects, while the second one was externally paced and fed to the subjects in a chunked way. While it appeared difficult to identify clear patterns of anticipation in this specific experiment, this paper offers an insight into a promising methodology allowing a) to observe anticipation in ST; and b) to design teaching tools helping to transfer anticipation skills from ST into SI.