Role-playing is a vital part of any interpreter-training programme and testing activity (Hale 2007, Hlavac et al. 2016). This chapter will discuss both in what ways role-playing can be used as an instrument to train or test specific skills and knowledge, and how variations in some components of a role-play – instructions, participants’ knowledge and abilities, general and individual goals and objectives – have an impact on the interaction between the participants and on the resemblance between the role-play and a corresponding, real-life situation. Thus, different role-play setups are likely to suit different purposes. Training or testing terminology knowledge with scripted role-plays is just a small part of what can be achieved with a variated use of the possibilities of role-playing.