This document summarizes a study that investigated the relationship between EFL learners' use of listening strategies (cognitive, metacognitive, and social/affective) and their individual differences. 40 Iranian university students completed questionnaires on strategy use, learning style, motivation, and personality traits, as well as an IELTS listening test. Statistical analysis found a significant relationship between motivation level and strategy use, and learning style also impacted strategy use. Personality traits and other variables did not significantly affect strategy use. Social/affective strategies were rarely used and omitted from analysis. The study aimed to clarify the under-researched relationship between listening strategies and individual learner differences.