Abstract The present study investigated the effectiveness of a proposed program based on authentic learning approach in enhancing the integrated EFL listening comprehension and speaking skills for the secondary stage. The study employed a quasi-experimental design, in which one study group consisted of twenty four students in second secondary at 2^nd district Official Language School, 6^th October Directorate, Giza Governorate, participated. The instruments of data collection included a checklist for determining the required integrated EFL listening comprehension and speaking skills and sub-skills; a needs analysis checklist for the needed topics by the participants to be taught in the program; a pre-posttest of integrated EFL listening comprehension and speaking skills; and a scoring rubric for the integrated EFL listening comprehension and speaking skills. The program lasted for 10 weeks in the second term of the academic year 2021-2022. Results indicated that there is a statistically significant difference between the mean scores of the study group on overall EFL listening comprehension and speaking skills (conversation, role-play, and talk) and sub-skills (comprehension, interaction, lexical items, grammar and pronunciation) pre- posttests in favor of the posttest. Hence, it was concluded that using authentic learning approach was effective in developing the EFL integrated listening comprehension and speaking skills of the second secondary students.