The chapter introduces the concept of monitoring in dialogue interpreting and argues that it is central to understanding and learning dialogue interpreting. The chapter first outlines the epistemological and theoretical foundations of monitoring with a discussion of the distinctions between translation acts and translation events, proposed and discussed by Toury, Chesterman, and Muñoz. This chapter discusses the monitoring concepts, exemplifying them with the authors' own research data. The authors propose an understanding of monitoring as a cognitive process in dialogue interpreting, arguing that six different (sub)processes are monitored. They go through results from studies relating to monitoring in dialogue interpreting, and they also make the connection between monitoring and coordination clear. Finally, it is argued that teaching students the concept of monitoring will contribute to developing their meta-cognitive awareness, which will be applied to the interpreting task. The chapter is concluded by giving examples of how monitoring can be taught in interpreting training.