This research aimed at investigating the effectiveness of using the Procedural Strategies to enhance EFL student' critical listening skills. The research followed the pre-post, quasi-experimental design. The participants were 35 second year secondary school students. To identify the most important and required EFL critical listening skills for the participants, a checklist of EFL critical listening skills was developed and validated by a number of EFL jury members. A pre and post EFL critical listening skills tests were developed. Students were pre-tested, to determine their entry level of EFL critical listening skills. Then, they were trained Procedural Strategies on how to develop their critical listening skills. The post-test was administered on the participants to assess the progress in their level of EFL critical listening skills. Findings of the research revealed that there was a statistically significant difference at 0.01 in the pre and post assessment of EFL critical listening skills in favour of the post-assessment.