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This paper attempts to provide a well-founded und more elaborate "answers" to the following questions often asked by practicing interpreters: (1) Between AB (L1-L2) and BA (L2-L1) interpretation, which one is more difficult? (2) What competencies are necessary for simultaneous interpretation (SI)? (3) Why is it particularly difficult to interpret numbers? To address these questions, the results of approximately 20 years of neuropsychological research on the topic of "interpretation" were analyzed from the practitioner’s perspective. The findings were as follows. (1) There are no differences in severity between L1-L2 and L2-L1 per se; however, the L1-L2 balance and the interpreter’s training determine the degree of difficulty associated with interpretation. The L2-L1 initially appears easier for the majority, as verbalization in the native language is smoother. However, well-trained interpreters with balanced bilingual competence find L1-L2 easier, especially as the receptive language might play a more decisive role, according to the aphasia study of Byng et al. (1982). (2) SI is, most of all, an “art” of attentional division and creation of primary semantic memory. The more training a simultaneous interpreter obtains, the stronger is the change associated with their anterior cingulate cortex (ACC) and the inferior parietal lobule (IPL). These brain regions are implicated in selective attention and creation of primary semantic memory, respectively. (3) The difficulty of interpreting numbers has little to do with the mathematical competence of the interpreters. It depends substantially on the ability to develop phonological memories during the formation of semantic memories as well as maintenance of these phonological memories in their original form without integration into a more abstract semantic memory. This type of competence is related to attention control as well.