This study investigates the note-taking practices of English-majored students at a university in Vietnam, who are training to become consecutive interpreters. Consecutive interpreting, a mode where interpreters render speech segments after the speaker pauses, heavily relies on effective note-taking. The research identifies common problems students face, including excessive or insufficient note-taking, difficulties in capturing key information, and inefficient use of symbols and abbreviations. The study combines quantitative data from questionnaires with qualitative data from classroom observations to provide a comprehensive analysis. Based on the findings, the article proposes pedagogical solutions aimed at improving note-taking skills and, consequently, enhancing the overall quality of consecutive interpreting performance among students.