Metacognition cannot develop on its own; therefore, teachers should teach this skill to their students. Teachers should provide appropriate models and guidelines so pre-service teachers can gain awareness of metacognition before starting their profession. This service sought to determine how a holistic approach affects Turkish pre-service teachers' awareness of metacognitive listening strategies through a case study. An 8-week plan was implemented, including 3 weeks of theoretical information on metacognitive listening. Pre-service teachers were then divided into groups, and courses on micro-teaching practices were conducted for 5 weeks. The participants were 17 pre-service teachers in their third year at university. Criterion sampling, a purposeful sampling method, was used for sample selection. Data were collected using semi-structured interviews, observation forms, and researcher and participant diaries. Descriptive and content analyses were also conducted. As a result, pre-service teachers' perceptions of metacognitive awareness and holistic listening strategies improved and they reported a positive relationship between holistic listening strategies and metacognition. Unlike previous studies, the current study emphasized controlling affective readiness in planning strategies. To better comprehend the text, the pre-service teachers suggested incorporating monitoring and problem-solving strategies with supportive cognitive strategies. Peer assessment was also found to be an important aspect of the evaluation strategy.