In this paper the author presents the results of a study on the academic and didactic situation of interpreting in 16 Spanish training institutions, and focuses on the data related to retour interpreting. The aim of this study was to obtain first-hand knowledge of what trainers think about this and many other aspects of interpreter training, from their double perspective as both instructors and professional interpreters. The author also asked them to what extent the Spanish curriculum design determines their didactic practice with respect to interpreting into the foreign language.