The study explored Engineering students' and their instructors' knowledge and use of tools, applications, and websites; their interests, abilities, and attitudes to using technology; and their views about the advantages and challenges of using technology in the academic listening classes. The participants were 184 undergraduate students of Engineering and seven academic listening instructors at Iran University of Science and Technology (IUST). Mixed methods research was used and the instruments included a questionnaire on knowledge, use, and attitudes to technology, followed by seven open-ended questions. A semi-structured interview was also conducted with the listening instructors. Engineering students' less knowledge and use were related to the tools of e-Portfolio, Rosetta Stone, and Quick Time and the applications of English listening and speaking and BBC learning English. Students' knowledge and use of technological types could be hierarchically ranked as tools, applications, and websites. Audio files, podcasts, videos, and academic websites were the technologies mostly used by the instructors inside the class, while Edmodo, podcasts, TED Talks, and recording voice to receive feedback from instructors were used for assignments outside the class. The areas of instruction the instructors mostly emphasized included the techniques and strategies for using technologies, how to use the tools for educational purposes, and the technological literacy. Disorder of technological types, inability to use the tools, using outdated tools in educational contexts, and low Internet speed were the students' challenges, while difficulty in finding appropriate online tools and materials, rigid schedule, lack of time, and technological failure were the instructors' challenges.