This study investigates the content of teaching plan of Chinese-Spanish Interpretation class on “Interpreter Training on Business Interpreting Website” conducted by Professor Yang Cheng-Shu in her two-year project of “Taiwan's Interpreter Training Program in response to Globalization” starting from August 2001 to July 2003. Quantified evaluation criteria such as the times of interruption, redundancy, and the time length of interpretation initiated by Yang (1988) are introduced to evaluate the results of the on-line Chinese-Spanish Interpretation teaching. The subjects in this study are 15 graduate students of Providence University. Recorded interviews with students yielded the results of different personal characteristics, learning process on itbi website (ITBI: www.itbi.edu.tw), and the recognition toward interpretation and on-line interpretation teaching. This examination suggests the findings as follows: first, accuracy and delivery of interpretation showed a positive relationship when interpreting from Spanish into Chinese; however, there was a negative relationship when interpreting from Chinese into Spanish. It should serve as a reference for future interpretation training and evaluation. Second, students with better academic performance spent less time interpreting and rendered better interpretation, but they had more redundancies. This unexpected result was more likely due to their better language ability and higher expectation on language conversion and interpretation delivery. Professor Yang, furthermore, also indicated that the above results might relate to the command of interpretation skills. Third, judging from either the comparison of target and source languages, error analysis, or personal feedbacks, vocabulary was listed as the number one difficulty and then came the complicated sentence structure. Meanwhile, students agreed that Spanish Listening, Interpretation Sample, and Introduction to Interpretation Skills under different themes were beneficial to their learning.