This study sets out to identify the difficulties that advanced students encounter when they perform simultaneous interpretation with the written text available in the booth and it is also aimed at designing a syllabus for a training course specific to this technique. Simultaneous interpretation with text (SIM T) is performed under different cognitive constraints and conditions if compared to sight translation and simultaneous interpretation. This study describes the learning process of a small group of subjects during a short intensive introductory course to SIM T by the analysis of their journals. Results show that trainees analyse their preparation strategies and face different difficulties in the booth. SIM T emerges as a complex technique with learning and teaching processes that need to be included in a comprehensive interpreter training programme and to be fixed in a structured syllabus.