Researchers generally agree that memory, especially short-term memory, plays an important role in both interpretation and interpreter training. Nonetheless, little research is available that deals specifically with the application of mnemonic devices in the teaching of interpretation. This article investigates the application of mnemonic strategies in interpreter training at a community college in the southwestern United States. This article briefly introduces the study and reviews the literature on mnemonic devices in general and on strategies for enhancing the memory of student interpreters in particular. Then, it introduces five mnemonic devices used in this study: the gist words strategy, the pegging strategy, the pictorialization strategy, the location strategy, and the absurdity strategy. In a final instance, it presents the participants' responses and offers suggestions to facilitate the teaching and research of mnemonics.