This paper presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 33 advanced Turkish learners of English as a foreign language. The Vocabulary Levels Test (Schmitt, Schmitt & Clapham, 2001) is used to measure the vocabulary knowledge of the participants and a standardized listening test (Cambridge Certificate of Proficiency in English) is used to measure the listening comprehension level. The results show that vocabulary knowledge produces a significant correlation with listening comprehension. The 5000-word frequency is found to be the best predictor of the variance in the listening comprehension both of which have valuable implications for listening comprehension in EFL contexts.