The current qualitative descriptive paper aims mainly to the creation of didactics guidelines to contribute to interpreters training in consecutive interpreting. To this end, there were initially characterized the note-taking strategies along with working memory performance, through a quasi-experimental methodology. It was carried out through a consecutive interpreting task in which, a group of six participants had an interpreting assignment that involved listening, taking notes and later restore the speech in target language, based on the notes taken and working memory retrieval from the notes. For analyses and data collection three instruments were used: first the video, to register speech delivery in target language. Second a retrospective interview which was made at the earliest practicable time. It was made through an online tool called questionpro. And third the total of notes taken by each of the participants, were collected. The results obtained showed that interpreters in training at this level, they do not have yet clear note taking strategies and that there is a need of pedagogical tools to internalize the basic principles that rule the note taking in consecutive interpreting.