The  research  aims  at  investigating  1)  Teachers’  beliefs  on  teaching listening  using  songs  for  high  school  students;  2)  How  teachers  implement teaching listening using songs in the classroom. This study is qualitative research in form of a case study.

Three EFL teachers contributed in this study. The data were gathered from questionnaire, interview, classroom observation, and document analysis. In order to get trustworthiness of the data, member validation and source of data triangulation were applied. Then, the data are analyzed using Interactive Model proposed by Miles and Huberman.

The results show that: (1) Teachers who are participants of this research believe  that  teaching    listening  using  songs  is  a  way  to  increase  students motivation to learn, specially in term of learning vocabularies, promote students pronunciation, motivate students to learn and enjoy the songs so that the lesson materials given are easily understood, and   encourage students to have self confidence in the learning process; (2) The teachers implement some activities in the classroom to support their learning goals in teaching listening using songs. They are such as 1) discussing new word/phrase/idiom to know how to pronounce and  also  to  know  the  meaning  of  the  words,  2)  singing  the  song  along appropriately to train students’ stress, intonation, and fluency, 3) missing lyrics (gap filling) to increase vocabulary,  4) arranging the jumbled lyrics or verses to improve language structure, 5) providing questions for students to be able to know the meaning of the songs, 6) asking students to discuss the message of the song for the speaking skill, 7) asking students to write their opinion towards the songs to encourage students to be able to express their ideas in a writing form.