This study aimed at investigating the effect of listening strategy instruction on Faculty of Specific education English major students' EFL listening comprehension performance. The participants were 60 EFL students at the Faculty of Specific Education, Zagazig University. The study employed a quasi-experimental design in which two groups were assigned, i.e. an experimental group (n=30) and a control one (n=30).  A listening comprehension performance test was designed as the main instrument of the study. Results indicated that experimental group students scored significantly higher than those in the control group on the listening comprehension performance test. Based on these results, EFL instructors need to incorporate the strategy instruction into their teaching of EFL listening comprehension performance. More emphasis should be given to develop students' listening comprehension performance.