This paper reports the utilization of smartphones and its effect in a consecutive interpreting class held in the Fall semester of 2016 at Tokyo University of Foreign Studies. Following a request in the previous term-end questionnaire from a student hoping to find good self-learning materials and given that every student owns a smartphone, I introduced smartphones into classroom activities as well their use as a self-learning tool. I review the benefit of utilizing smartphones in general classes through a comparison with Computer Assisted Language Learning classes and also examine – principally by means of a term-end questionnaire – how students perceive the use of smartphone in class and as a self-learning tool. I propose this utilization of smartphones as a possible interpreting pedagogy while referring to some challenges to consider for the future.