The feasibility of offering, on a voluntary, no credit basis, a programmed audio-tutorial instruction approach to the listening skills was investigated; and the extent to which these materials meet the listening needs of students was studied. Two groups of 22 and 20 students at a state university were chosen randomly from volunteers. The experimental group received six units of audio-tutorial instruction in listening skills, while the control group received no such instruction. Faculty-student contacts were made in small groups of five to seven students. When pre-test and post-test scores of the experimental and control groups were compared, the experimental group made significantly greater gain in listening scores. The test used was Ella E. Erway's audio-tutorial "Listening: A Programmed Approach" (McGraw-Hill, 1969). It was concluded that the units of tutorial instruction account for the "t" value of 6.706, signifying greater gain for the experimental group. The eagerness of the students to enroll in the course and their tendency to stay with it indicate the relevance of the Erway approach. (Author/CK)