Although the teaching of listening has been mandated in Alberta, Canada for nearly ten years, little assistance has been available to help teachers develop effective instructional strategies for teaching the subject. This paper describes the Calgary Listening Inquiry Project (CLIP), a collaborative action research project currently functioning in Calgary, Alberta, which is designed to provide teachers with an opportunity to expand their knowledge in the field of oracy and to improve their practice in the teaching of listening. The paper first presents an overview of listening and listening instruction both past and present, noting that although there remains a dearth of material of this nature at the present time, it is clear that strategies and activities can be designed to teach listening skills. Action research as a staff development model is discussed next, and the Calgary Listening Project is then described, including its objectives, development, and implementation. Finally, the role of students as active collaborators in the project is exemplified in an excerpt of student comments about themselves and others as listeners, revealing their understanding of the relationship which exists among listening ability, personal satisfaction, and skill development in school. A listening profile is appended, and references are attached. (NH)