This study aims to identify the listening anxiety levels and causes of secondary school students; to detect the differentiation status of anxiety in terms of various variables. An open-ended mixed-method model, which is a way of both quantitative and qualitative research methods, is used in this research. The scale of Listening Anxiety for Secondary School Students and the Frequency of Use of Listening/Monitoring Strategies is utilized to get quantitative data. A structured Interview Form is conducted to get qualitative data. Parametric tests were used to analyze quantitative data, and Content analysis was performed to analyze qualitative data. The study sample consists of 400 students in 5,6,7, and 8th grades in Malatya Yeşilyurt in the second period of the 2019-2020 educational term. Interviews with thirty-two students having high listening anxiety at different class levels and genders constitute the research's qualitative dimension. Findings of the study revealed that secondary school students differed in their listening anxiety based on gender, class level, parental educational status, the time listening materials at home, materials used in listening texts, use of listening strategies. No significant difference in the type of listening material has been identified. This study highlighted that secondary school students' listening concerns are mostly family-related problems, environmental problems, listening materials-related problems, attention deficit-related problems, psychological problems, problems due to lack of listening strategy knowledge.