The purpose of this study was to determine the status of listening activities as part of middle and high school instrumental music instruction. Research questions addressed teachers' beliefs in the importance of listening, outcomes associated with listening, type and frequency of listening activities, presence of guided listening, and challenges associated with implementing listening activities. Participants, who included secondary band and orchestra (n = 92) teachers in four Colorado Front Range school districts, indicated a strong belief in the importance of listening for the development of student musicianship. Several types of listening activities were cited as frequently employed, however, few teachers reported the incorporation of guided listening through the use of listening maps, logs, or rubrics. Over one-half of teachers cited a lack of technology or resources as a significant difficulty in planning listening activities, while slightly less than half attributed a lack of listening to the time taken away from performance practice.