A listening laboratory was developed at Evergreen Valley College (EVC) in accordance with procedures used at the college's individualized instruction laboratory. Steps taken in developing the laboratory included: (1) the director of the Learning Center Instructional Laboratory was interviewed to determine the procedure for establishing the listening lab for credit; (2) practitioners involved in listening workshops, courses, and labs at other local community colleges were interviewed to determine the structure/content of their program, the relationship of the listening program to the campuses' learning centers, the academic and economic benefits of offering listening instruction, and the difficulties faculty experienced in their approaches to listening instruction; (3) a literature review was conducted to identify cognitive learning principles, important listening concepts, and similar projects at other colleges; and (4) the listening lab for EVC was designed. Appendixes, which make up over half the document, include a schematic of the Goss Model of Listening; Maryland's listening curriculum framework; questions asked of listening instructors and their responses; listening skills lab course objectives; an introduction to the lab and assignment sheets for students; and a series of instruments designed to help students assess and improve their listening habits and skills. A 35-item bibliography is provided. (UCM)