The purpose of this preliminary study was to look at forensics-based competition events and determine what, if any, impact they could have on the language learning and public speaking skills of interpreters in training. This paper details the nature of the impromptu and extemporaneous speaking events in forensics competitions and introduces a classroom activity styled after those events for interpreting language skills training. Specifically the classroom activity was designed to address the issues of utilizing B language (English) with little preparation, without the use of notes, and in a pressure environment. The study was based on several questions: Could students benefit from high intensity, impromptu speaking exercises in which they could not use notes during their delivery? Would this help them reduce their dependency on note taking? Would it improve their public speaking skills? Would it help them deal with high pressure situations? A survey of students' self-assessed skills was given before and after the classroom activity, in which 22 Interpretation and Translation graduate school students participated to determine if any progress could be made through the process. Students were asked to self-assess their: dependency on note-taking, dependency on intensive preparation, ability to persuade others, ability to cope with the stress of public speaking, ability to use English when speaking publicly, overall public speaking ability, impromptu speaking ability, and public speaking experience. The overall results were positive in that students saw some progress in every category; with the highest category being in public speaking experience. (Contains 1 figure.)