This paper looks at the history of listening strategies development from the first studies on strategies used by L2 learners to the most current studies specific to L2 listening, and how this theory can be incorporated into classroom teaching that fosters practice, not testing. This paper also examines the type of needs analysis and diagnostic tools teachers can use in the listening classroom to raise students' strategic awareness and how the process of listening from a cognitive perspective can also assist teachers in designing strategic-based lessons that encourage learners' autonomy. (Contains 1 figure.)