The purpose of this study is to find out how college students use different strategies when listening to lectures. Especially, the study aims to differentiate between instructor-oriented explanatory lectures and learner-centered presentation and discussion lectures for listening strategies. Further, the study tries to look into what kind of factors in different lecture styles affect students’ listening strategies and discuss educational implications in order to help them listen to lectures actively and positively. College students were asked to answer a questionnaire and given focus group interviews in the study. As a result of the questionnaire survey, listening strategies used more frequently in instructor-oriented explanatory lectures are as follows: paying attention and recognizing incomprehensive problems as metacognitive strategies, note-taking and trying to understand content structure on lectures as cognitive strategies, accepting upsetting feelings when one cannot understand fully as affective strategies. On the contrary, it was found that the following strategies are used more frequently in learnercentered presentation(discussion) lectures: preview of lecture topics and preparation for questions related to the lecture topics in advance as metacognitive strategies, critical listening and related strategies as cognitive strategies, asking questions and requesting supplementary explanation as social strategies. Differences in listening strategies were identified via the focus group interviews on lecture types. Factors that affect application of different strategies are: a degree of comprehension on lecture contents by students, a lecturer’s way of explanation, a lecturer’s attitude towardsstudents, a lecturer’s way of speaking, classroom atmosphere of communication, respect for face saving of students, evaluation influence or consideration, value of information. Lecture listening is influenced by learners’ listening ability, but also influenced by learners’ external factors such as instructor attitudes toward learners and a form of communication. Therefore, in order to help learners listen to lectures actively and positively, it is necessary to explicitly teach lecture listening strategies. Further, it is required to create a teaching and learning environment that can utilize various listening strategies.