Listening comprehension is necessary for successful learning and communication in this modern digital age. Studies have shown that early exposure to listening activities can significantly impact the development of listening comprehension skills, especially in preschool children, as their cognitive and linguistic abilities rapidly develop. The purpose of this qualitative study is to explore the use of metacognitive strategies in storytelling to examine preschool children's listening comprehension skills in preschool children in Kepong, Malaysia. Data was collected through the checklist and anecdotal observation to observe six children's engagement in 3 storytelling sessions. The study was done in 2 phases: Phase 1 involved data collection of the teacher's current teaching instructions and challenges faced during teaching and learning. Phase 2 involved designing appropriate metacognitive strategies to examine children's English listening comprehension skills. The study showed metacognitive strategies could help preschool children with listening comprehension skills. [For the full proceedings, see ED636095.]