This study examines Swedish secondary English teachers’ perceptions of the grade nine national English listening comprehension test. I investigate what teachers believe to be the objective of the English national listening exam and how they prepare students on the basis of that perception. The reason for conducting this study is to gain insight into how teachers view the national test in listening comprehension and the challenges it poses for teaching. To collect qualitative data, I have interviewed three secondary English teachers, all of whom have experience with the grade nine listening test. The primary research question for this study is: What do English teachers perceive to be the educational objective of the grade nine national English listening comprehension test and how do they prepare students for this test on the basis of that perception? The subsidiary questions are: What listening skills do teachers believe the national listening test is designed to measure? How do teachers go about developing listening skills in their teaching? With what strategies, materials, activities, and exercises? How do teachers assess their students’ listening comprehension skills? And are they satisfied with test results? The collected data reveals that all three participants perceive listening comprehension to be the objective of the national English listening exam in addition to testing vocabulary and students’ ability to follow instructions. To prepare students for the test, the participants utilize different strategies, materials, activities and exercises. The main teaching strategy is to familiarize students with the test by using old national exams. This study hopes to gain insight into teachers’ thinking when it comes to strategies, materials, activities, and exercises for teaching listening to prepare students for the national listening exam and the reason as to why they use certain methods.