The current National Curriculum 2012 for English (VI- X) in Bangladesh incorporates both listening and speaking skills for its English education. Textbooks have also been designed in accordance with the policy which is set by the National Curriculum and Textbook Broad (NCTB). The English textbook, titled "English for Today" (EfT), was designed in alignment with the current National Curriculum for English (VI-X) for students in grades 6 through 10. The target of the EfT is to achieve students' competency in integrated four skills of English language: listening, speaking, reading, and writing. However, although the listening module is now in policy and classroom practice, it is not assessed in school or in public exams at the secondary level (Kabir, 2020). This study explores the perceptions of policy and practice of listening in secondary English education in Bangladesh. This study may be significant as little research has been done in Bangladesh on listening skill and its significance for language competence, let alone on the teaching of listening in connection to language learning. This qualitative study is based on in-depth interview data collected in 2019. The interviews included pertinent participants of policymakers and secondary English teachers. The findings indicated that there was a disconnect in curriculum, classroom practice and assessment in secondary English education.