Interpreter education is crucial for ensuring accuracy and quality in high-stakes environments such as courtrooms, where linguistic and pragmatic nuances significantly impact judicial outcomes. In this chapter, we explore an integrated theoretical framework for interpreter education, focusing on transformative learning, experiential learning, and inquiry-based learning (IBL). The chapter begins by outlining the foundational theories of transformative learning, emphasizing Jack Mezirow’s model of critical reflection and discourse as essential for interpreters to understand and navigate the complexities of legal language. Then, we examined Experiential learning theory, developed by David Kolb, in the context of interpreter training. This theory posits that learning occurs through a cyclical process of experience, reflection, conceptualization, and experimentation. The chapter explores how simulations, role-playing exercises, and real-world internships provide interpreters with practical experiences to reproduce speech mannerisms like fillers and hedges effectively. Next, we integrate the inquiry-based learning (IBL), enriching interpreter education by fostering independent and collaborative exploration of legal language nuances. Through case studies, research projects, and problem-based learning, interpreters deepen their understanding of speech styles and cultural implications in legal interpreting. We conclude by highlighting the synergies among transformative learning, experiential learning, and IBL in pedagogical design. We argue that this integrated approach equips interpreters with both theoretical insights and practical skills necessary for accurate and ethical courtroom interpreting. By addressing the often-overlooked aspects of manner of speech, this framework aims to enhance interpreters’ abilities to uphold justice through effective communication in legal settings.