This study tried to review usage of listening strategy by college students in Korean speaking lectures. A survey was conducted to look into what kind of listening strategy is used in class where a lecturer speaks most of the time. As a result it is found that a frequency of listening strategies usages were normal in general. More cognitive strategies were used rather than metacognitive strategies with the least utilization of social strategies and critical listening strategies. Students mostly tend to employ note-taking strategies, making inferences from support materials and etc. There has not been much difference in the survey result from students by academic year. Having no previous education on listening, it is found that major improvement is hardly made after years in college and an increased number of listening experiences does not affect effective listening in quality. Most of previous studies on listening for learning were done in a situation of learning a foreign language. On the contrary, this study is meaningful in that aspects of listening strategy by college students were reviewed in a learning situation with the mother language of Korean. The author hopes that, when designing listening education for learning, this study result would provide useful help in assessing necessary current levels of students. Further, teachers will be able to develop lecture strategies by taking account of listening abilities and conditions of their students.