Differential item functioning (DIF) analysis is a way of determining whether test items function differently across subgroups of test takers after controlling for ability level. DIF results are used to evaluate tests' validity arguments. This study uses Rasch measurement to examine the Michigan English Language Assessment Battery listening test for DIF across gender subgroups. After establishing the unidimensionality and local independence of the data, the authors used two methods to test for DIF: (a) a t-test uniform DIF analysis, which showed that two test items displayed substantive DIF, and favored different gender subgroups; and (b) nonuniform DIF analysis, which revealed several test items with significant DIF, many of which favored low-ability male test takers. A possible explanation for gender-ability DIF is that lower ability male test takers are more likely to attempt lucky guesses, particularly on multiple-choice items with unattractive distracters, and that having only two distracters makes this strategy likely to succeed. (Contains 4 figures, 4 tables, and 2 footnotes.)