This study, noting the possible differences that may exist in learners’ and professors’ perceptions in the course of learning interpretation, has explored the reasons as to why learners find it difficult to process predicate information of the source text during the reformulation stage of Korean-French simultaneous interpretation and the strategies and their effects in addressing the said reasons from the learners’ perspectives. To this end, a Participatory Action Research (PAR) with 8 learners joining throughout the entire process of the study from design to execution was performed. As a result, the study found three reasons as to why learners find it difficult to process predicate information of the ST when forming sentences in French. Moreover, learners in the study suggested themselves different strategies useful for overcoming the said problems, repeated the cycle of planning-acting-observing-reflecting, and ultimately identified 7 strategies. This study stresses the need to expand a participatory action research, ensuring participation, cooperation, and non-hierarchy, to T&I education as well.