This paper characterizes the metacognitive regulatory strategies (MRS) that interpreters in training employ in relation to manifestations of anxiety in a simultaneous interpreting task in order to provide an empirical basis for the teaching of interpreting that addresses the student's learning process from a cognitive as well as an emotional perspective. To this end, a quantitative research with a descriptive scope was carried out using three data collection instruments, the first was the Reduced Anxiety Scale based on the Inventory of Situations and Responses of Anxiety (ISRA) for the manifestations of anxiety measurement, the second was a scale created from the review of the literature and evaluated by experts for the measurement of MRS in relation to the manifestations of anxiety and the third was an openended questionnaire. Students were found to exhibit mostly cognitive manifestations of anxiety such as insecurity and employ mostly metacognitive evaluation strategies. However, students are not always aware of the strategies they use or the anxiety responses they present. In addition, students employ strategies focused primarily on possible speech problems such as speed or terminology, and to a lesser extent on the anxiety responses that these problems trigger, such as avoidance or insecurity.