This paper presents the findings from interviews with ten educators in the field of critical listening. The purpose of this investigation is to establish strategies for pedagogues in the field as there is currently limited information available for curriculum and lesson planning. The interviews uncovered agreed upon critical listening processes which could form the basis of a taxonomy for educational purposes. They also offered numerous teaching methods, tools, assessments, and learner-centered considerations. This research provides the basis for subsequent studies regarding the effectiveness of educational strategies in critical listening.
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