At the Faculté de traduction et d'interprétation in Geneva (FTI), interpreting students have guidelines, the so-called Expected Levels of Progress (ELPs), as an indicator of the progress in consecutive and simultaneous interpretation expected from every student. For simultaneous interpretation, there are 10 levels, each of which contains a specific set of skills that a student should acquire by a fixed week in the second or the third semester of the program. The last level corresponds to a basic professional performance. The aim of this paper is to analyze how FTI students integrate these ELPs in their training. The discrepancy between the ELPs and the training material suggests that there is a lack of awareness of problem-triggers in interpreting among the students. Possibly this is also due the abstract nature of the ELPs which makes it difficult to extract concrete instructions from them.