This study investigated the impact of explicit listening instruction in blended learning on teacher preparation practices of pre-service teachers to suggest appropriate listening instruction for teacher training programs. The study was conducted for 16 weeks at a university in Seoul with 14 pre-service teachers in intermediate listening course who had practicum in the same semester. Major findings of the study are as follows. First, the participants were able to apply explicit listening instruction in their teaching practice. Second, the participants felt that explicit instruction in blended learning was beneficial in their own teaching practice. Third, 8 participants considered their teaching practice during practicum to be successful, 1 partially successful, and 4 unsuccessful. Fourth, the difficulties and problems in L2 listening lesson in teaching practice during practicum were lack of feedback and interaction, lack of knowledge and experience, lack of time, mixed level classes, lack of appropriate materials, and lack of motivation and interest. Fifth, the needs for conducting a successful L2 listening lessons were teacher training on effective teaching methods and techniques, authentic listening materials, level differentiated classes, provision of appropriate teaching environment and technology, syllabus and curriculum design, and teacher ability in TETE. Suggestions and implication using explicit listening instruction in blended learning are also provided.