The development of telecommunication technologies has created a demand on educational institutions to offer interpreting programs by distance mode. This demand arises from educational needs, financial considerations, and market developments. Although several educational institutions and interpreting service providers have attempted to train interpreters by remote delivery, a commonly expressed concern is whether distance programs can be as effective as on-campus ones. This paper presents an analysis of fundamental features of interpreting and on-campus training, as well as issues associated with the distance mode of interpreter training programs. Three telecommunication technologies that could be used for teaching interpreting — teleconferencing by telephone, videoconferencing through local area networks (LANs) and videoconferencing through the Internet — are analyzed with regard to feasibility, reliability and affordability. The results show that each of these has its advantages and disadvantages. The challenge facing educators is to overcome the technical constraints, maximize the advantages and the potential of current technologies, and adapt pedagogies to best fit the new technologies so as to achieve results comparable to those of on-campus teaching.