This study investigated the current policies and programs in selected teacher-training colleges and universities to determine if listening skills are being taught. In addition, language arts professors' attitudes toward the teaching of listening skills were surveyed. Opportunities provided for preservice teachers to observe, demonstrate, and practice listening skills were also identified. The subjects of the study were 99 responding professors who were from 125 colleges or universities chosen by random selection. The research inquiry was divided into two categories: questions pertaining to practices, both institutional and personal, and statements pertaining to attitudes, as measured by policy statements on current practices compared to desired practices. Results indicated that listening is being taught in 89 percent of the responding institutions, and that 95.8 percent of the respondents offered this listening instruction in the teacher training department. In language arts departments, listening received less attention than the other language skills; however, preservice teachers (91.7 percent) reported that they had opportunities to acquire listening knowledge. Generally, the responders did not believe that listening should be taught as a separate course, but that preservice teachers should be taught methods in the techniques of listening. The survey questionnaire is appended and 31 references are included. (JD)