摘要：Transitioning from classroom learning and content to internship is not always streamlined and in the field of educational interpreting for deaf and hard of hearing students, this is especially challenging. Literature demonstrates limited understanding, knowledge, and studies regarding this transition along with limited provisions for support and guidance. A specific interpreter undergraduate preparatory program addressed this challenge through following four student interns in various rural educational settings to learn from their experiences using qualitative content analysis. Three themes were identified: violation of interns’ experiences, learning on the job, and coming to love the job. Recommendations from interns and data were made in how to better prepare future cohorts as well as providing findings that similar programs could use. They include course improvements, more specialized practicum experiences, and placement of two interns at the same educational placement. Findings can be used to improve the field of educational interpreting and interpreter preparation programs.
关键词：Educational Interpreting;Interpreter Preparation Program;Deaf Students;American Sign Language
