This study investigates the evolving perspectives and practices of educational interpreters who completed the Certificate in Educational Interpreting (CEI), a collaborative professional development program. Using positioning theory and collaborative learning frameworks, the research examines how targeted instruction in performance analysis shaped interpreters’ confidence, feedback routines, and engagement with deaf students. Data from surveys and interviews indicate that CEI participants established sustainable performance analysis practices, implemented shared feedback protocols in their workplaces, and increasingly prioritized deaf students’ perspectives in their interpreting decisions. The findings highlight the value of structured feedback, peer collaboration, and student-centered analysis in educational interpreting. The study concludes with actionable recommendations for interpreter educators, program coordinators, and school systems seeking to foster reflective practice and enhance equitable access for deaf students.