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Listening comprehension and listening strategies plays a crucial role in the process of acquiring a language. This study aims to investigate to what extent the listening skill is practised in upper secondary schools in the south of Sweden. Research studies within the field of listening are few which indicates that the listening skill is not considered as essential in second language teaching as the other three skills: reading, writing and speaking. Previous studies indicate that teachers should educate students metacognitive awareness when teaching listening. The results summarize the teachers’ answers, reflections and attitudes conducted from semi-structured interviews. The analysis of the results focuses on the four categories distinguished from the teachers’ answers: Teaching Approaches, National Exams, The Individual Student and Metacognitive Awareness. Some of the teachers do not possess the knowledge of how to teach listening that develops students' listening proficiency. As a conclusion, the study shows that a hierarchy exists among the four skills to which teachers adjust to, and this may be detrimental in achieving educational aims.