This article describes a course in listening comprehension methodology in a College of Education in Holland. The main concern of the article is to examine the teacher-trainer's organization of the students' learning process. The course is divided into three sections: (1) group discussion of the concept of listening comprehension; (2) discussion of listening comprehension difficulties encountered by Dutch students; and (3) presentation and discussion of listening comprehension demonstration lessons by students. The question of how students best learn to teach listening comprehension is answered in terms of course structure, the teacher's actions in the class, and the techer's attitudes and sensitivity to the students. It is claimed that some of the positive features of the learning process organization should be applicable to similar educational situations outside Holland. A brief description is included of some of the materials and methods developed by the students for listening comprehension instruction on the secondary level. (Author/AMH)