This monograph reports a series of studies investigating AD and interpreting from the perspective of quality assessment and learners’ perceptions in a university interpreting program in Hong Kong. Following a review of the range of quality assessment criteria for AD and interpreting in the literature, a set of quality assessment criteria was proposed for the integration of AD training into interpreting classes. A questionnaire based on these criteria was administered to collect data on students’ learner factors and perceptions of AD practice and interpreting practice. A qualitative investigation was conducted to explore the students’ perceived difficulties in AD learning, the strategies that they adopted in AD training, and their perceived benefits of AD learning. In the context of implementing a user-centered evaluation in an AD training program, the monograph also discusses discrepancies between users’ and trainees’ criteria, as well as differences in their focuses when evaluating AD products.