Listening is the one language activity which is used most during the day. The empirical basis for this statement has some problems, as some of it dates back a long time or is based on self-report data which may not be accurate as far as the objective proportion of time, in which listening is expected, is concerned. The current study uses classroom observation to collect data on how much listening is required in primary education and in the transition to secondary education. A sample of 48 class periods from grades 1-4 and of 18 class periods from grade 5 was taken to specify listening tasks. Results confirm earlier studies that reported listening is required in about two-thirds of instructional time. As to the source of oral information, it is still true today that the teacher out-talks the students at a considerable rate. Results are discussed with reference to listening education, and it is assumed that much needs to be done to raise awareness for the teaching of listening skills and the arrangement of an appropriate learning environment which provides for a sufficient and challenging variety of listening situations. (Contains 4 figures and 1 footnote.)