As listening has shown to be a potentially anxiety-inducing skill to learn, both teachers and students have their struggles with the skill. The study aimed to gain knowledge about English teachers’ attitudes, and how they experience their students’ attitudes towards the skill of listening. The Swedish curriculum furthermore states that students need to develop listening strategies. These strategies are, however, not specified. The aim was thus further to investigate how English teachers at upper secondary schools in Sweden define the listening strategies mentioned in the curriculum, and what listening strategies they report teaching in their EFL classrooms. The study was based on qualitative interviews of eight teachers at Swedish upper secondary schools. As the aim was to answer what listening strategies teachers report teaching, their answers were considered in relation to Vandergrift’s classification of the metacognitive, cognitive, and socio-affective listening strategies. The results showed that Swedish students of English as a foreign language and teachers at Swedish upper secondary schools find the listening skill quite demanding. Students find the skill of listening stressful and anxiety-inducing. Teachers on the other hand did not experience that they have had enough education or are given enough support by the curriculum. Moreover, teachers define the listening strategies mentioned in the curriculum in varying ways. Three teachers did not have any definition at all as they do not understand what the curriculum is referring to. However, the results also showed that all teachers report teaching listening strategies which can be classified as metacognitive, cognitive, or socio-affective. A need for a more specified and exemplified curriculum and more education on the skill of listening in teacher training was identified, this to ensure fair assessment and teaching.