It is possible for students to listen to the texts selected in a way that can attract their interest in accordance with their level and to share the main points in the text with their friends and teachers through narration. It is important to determine which elements primary school students utilize in the process of understanding the stories they listen to and which strategies they use in the listening process. In this study, it was aimed to determine which listening strategies third grade primary school students used to understand the stories they listened to from their classmates in the oral storytelling process and which story elements they identified in the listening process. In this direction, using finger puppets, the students were asked to be paired with their classmates and to tell the stories they read to each other in turn. Then, in the listening process to understand the story; "what are the listening strategies they use?" and "what are the story elements they can detect?" questions were sought to be answered. The research was conducted as a cross-sectional survey design. The study group of the research consisted of 100 students studying in the 3rd grade of primary school. A form consisting of closed and open-ended questions was used as a data collection tool. Two narrative texts were used in the data collection process. Descriptive analysis was used to analyze the research data. According to the results of the research, it was determined that the majority of the students had deficiencies in using listening strategies. While they could more easily identify the character, place, and time elements in the story they listened to, it was observed that they could not pay attention to the initiating event, plot, and sequence of events. It was also determined that some students were confused about the story elements. This situation suggests that students' active listening skills should be improved and suggestions for future studies are presented in this context.