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Problem analysis has played a central role in interpreting studies ever since the beginning of the discipline (Pöchhacker & Shlesinger, 2002). Whilst problems have been investigated by different schemes and approaches, little consensus has been reached on the paradigm of analysis. In the meanwhile, although self-perceptions on interpreting performance, especially on the “imperfect side”, were reported by different studies, they are usually not compared to actual performance of interpreters or trainees. Nevertheless, in interpreter training, learners’ self-perceptions of their problems usually serve as the monitor of their learning process, which makes it crucial to distinguish the under-perceived problems from the over- or correctly perceived ones. Thus this study aims to make some modest attempts in this scantly researched area. Based on empirical data gathered from a university interpreting training program, the study sets out to investigate interpreting learning by comparing learners’ problem perceptions and their real problems in their interpreting performance. An analysis model developed from a previous study was applied. Findings in the study illustrated important aspects for interpreter training, especially for programs at tertiary levels.