Numbers challenge interpreters as they are unpredictable, offer little contextual redundancy, and demand substantial processing. Research on numbers in interpreting has mainly focused on the simultaneous mode, leaving consecutive awareness training underexplored. This mixed-methods, quasi-experimental study examined how awareness training affected Iranian undergraduates’ consecutive English-Persian number interpreting. Sixteen students formed experimental and control groups of eight. Training covered number-processing demands, English-Persian differences, common errors, note-taking, and practical exercises; pre- and posttests used 2020 US presidential debate excerpts. Paired-samples t-tests showed significant experimental-group improvements for numbers in context (p = .043) and with numerical modifiers (p < .001); the control group showed no significant change. Retrospective Interviews suggested better pronunciation, note-taking, performance, and confidence, though complex numbers and rapid sequences remained difficult. Training may improve number interpreting, but the small sample, non-random assignment, and baseline differences warrant caution; larger between-group studies are needed.