This study aims to examine how listening strategy instruction combined with portfolio assignment can affect students` listening and how students perceive listening strategy and portfolio assignment after listening strategy instruction sessions including twelve listening strategies in class. The four participants discussed in this study were randomly chosen among 19 college students. NVivo has been used to analyze students` reflection collected as part of portfolio assignment. Based on the analysis, the four students participating in this study think that listening strategy instruction is useful for their listening ability. Also, since portfolio assignment allowed them to look back on what they learned in class, they felt more responsible for participating in class. Therefore, listening strategy instruction itself brings certain benefits by enabling students to use a variety of strategies appropriately. In addition, portfolio assignment encourages students to work harder by being more responsible for their learning. This study initiates the combination of listening strategy instruction and portfolio assignment and suggests areas for further studies as well as pedagogical implications.