This research investigated the effects of a metacognitive, process-based approach to teaching Korean listening over a semester. Participants (n = 80) came from 3 classroom of Korean Academic Purpose. The experimental group (n = 35) listened to texts using a methodology that led learners by the metacognitive processes (prediction/planning, monitoring, evaluating, and problem solving) underlying successful Korean listening. The control group (n = 30), taught by the same teacher, listened to the same texts the same number of times but without any guided attention to process. Development of metacognition about Korean listening, tracked using the Metacognitive Awareness Listening Questionnaire (MALQ), was measured at the beginning, middle, and end points of the study. As hypothesized, the experimental group significantly outperformed the control group on the final comprehension measure, after we controlled for initial differences. The hypothesis that the less skilled listeners in the experimental group would make more gains than their more skilled peers was also verified.