This presentation describes efforts made by an instructor and his students to track student T&I progress in a fourth-year undergraduate course titled T&I Practicum during the fall semester of 2021. As is mostly the case, unfortunately, students who have gone through the same program do not make similar improvements; some excel and others less so. Through a fourth and final year course, it was deemed significant to provide a platform where students can examine their T&I competences and explore ways for improvement during their final year (that hopefully lays the basis for continuous development after graduation, leading to some form of lifelong learning). The underlying assumption is that feedback is more powerful and effective when customized and targeted towards certain individual student needs (enabling a more focused corrective feedback). For this, efforts to better understand students were taken. Having a clearer understanding of the process of each students’ interpreting ("what goes through their minds when interpreting") is key. The basic modes for communicating with students were: - student journals (Google doc): students analyze their T&I performances and identify the most important area that requires improvement and draft plans for future studies. - Interviews with students Taking a process-oriented approach (from cognitivism and assuming that identifying the cause(s) of errors is the first step of making improvements), this study examines the endeavors of 5 students (as well as the instructor). This presentation illustrates the efforts made to: - identify the strengths of individual students - point out area(s) of improvement - suggest ways for improvement (study methods, tasks).