Listening is involved in daily school activities, but its importance is often overlooked and underestimated. Good teaching practices evolve from telling to listening in order to understand the needs of the student. In this paper, lesson study, a form of teacher professional development, is used as a contextual platform for developing the practice of listening pedagogy. The findings suggest that lesson study provided a conducive and favourable context for the learning of listening pedagogy. At the same time, it also allowed for rich teacher learning to take place which had an impact on teacher beliefs that contributed to the thinking of listening pedagogy.