This article examines how eight advanced ESL learners attend to and utilize the nonverbal information found in a video text. Using verbal report methodology in which test-takers verbalized aloud their thought processes while taking a video listening test, the results suggested that the test-takers varied in how they attended to and utilized the nonverbal information provided by the video texts. In addition, the data provided evidence that individual test-takers varied in their ability to utilize the nonverbal information both to make meaning of the spoken text and to answer the comprehension items associated with the text. The implications for a construct definition of listening ability that includes the ability to utilize the nonverbal information found in most spoken texts is discussed. (Contains 3 footnotes and 4 tables.)