Despite the importance of listening, little investigation of potential correlates of listening comprehension in the language of schooling is done. Therefore, the purpose of this study was to investigate which stu-dent- and class-level characteristics are related to sixth-grade students’ listening skills in Flanders. A sample of 974 students in 70 classes completed a listening test in order to gather information on their ability to understand and interpret oral information. Further, different questionnaires were administered to the students, their parents and teachers. The results of the hierarchical regression analysis with multi-level design showed that the differences in listening comprehension skills could be primarily attributed to differences in student-level characteristics. The results indicated that students with higher working memory ability, more vocabulary knowledge and lower extrinsic listening motivation performed signifi-cantly better on the listening test. In addition, the educational level of the parents and the language diversity in the class was significantly related to students’ listening skills in the language of schooling. This study is an important starting point in unraveling the black box of listening skills in the elementary school context. Suggestions for further research and practice were made.

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