Some recent studies focused on comparing translators’ and post-editors’ task perception. One such study was conducted by Latorraca (2023), who compared Italian translation trainees’ perceptions of translation and post-editing. 28 students participated in the study, and they were instructed to translate and post-edit the same text with a 24-hour interval. After completing the tasks, the participants were asked to fill out a questionnaire eliciting their perceptions of the translation and post-editing task. Latorraca’s analysis revealed that students found the post-editing task less demanding than the translation task. At the same time, the participants were uncertain about the quality of the target text they produced with PE. Moreover, they demonstrated negative attitudes and a general mistrust towards MT and PE. Latorraca explained her findings by students’ insufficient training in post-editing. As students had little real-life, practical experience with post-editing and thus, no opportunity to reflect on the activity itself, they lacked the necessary metacognitive skills to rate the difficulty of the task and to evaluate their own performance. In addition, they might have had misconceptions about MT and PE, and could have misinterpreted the role of the post-editor as a mere proofreader. All things considered, Latorraca’s findings suggest that without adequate training, students are unlikely to develop a clear understanding of post-editing as a professional task.