This study investigates the listening skills of students at secondary school. In this context, this study focuses on identifying students’ listening problems according to teacher perspectives and examining the causes of these problems. It also aims to find out how teachers address these issues and the types of solutions they propose. In order to meet these objectives, case study with a qualitative research design was conducted. Participants were identified according to the purposive sampling method. Data were collected from ten teachers working at different secondary schools at a variety of levels using a criterion sampling approach. Data were also collected through semi-structured interviews. The qualitative data were analyzed using content analysis. The study’s findings indicated that the secondary school students struggled to understand listening rules, listen to courses, comprehend what they listen to and increase their motivation during lessons. Additionally, the results indicated the causes of the problems, and of the types of suggestions that could be made to resolve them. Seven themes emerged in the study as a result of teachers’ perspectives, consisting of; the family, the environment, readiness, the speaker, the listener, education and listening materials. When the source of the listening problems is examined, the family structure and the lack of emphasis placed on the listening process by families, the lack of appropriate environmental conditions, the inability of students to be drawn to the listening material and the teacher, and the lack of awareness are highlighted. The outcomes of resolving these problems include providing the necessary learning environment and materials for increased listening, improving teacher self-development, creating an environment in which students can learn through doing, cooperating with family, school, environment and teacher and to eliminating the lack of education.