The current study investigated the effects of a novel, research-informed intervention on listening comprehension skills of students identified as English Language Learners and the parental self-efficacy of their parental learning partner. Twenty-six student-parent dyads were split into two groups; one that participated in sixteen listening lessons over the course of eight weeks, and one that served as a no-treatment control. Tests of listening comprehension and a scale of parental self-efficacy were given to both groups as pre and post measures, and intervention acceptability ratings were gathered at the end from the intervention group. The results did not show significant differences in scores between the groups across either variable. Results indicated that students who completed the intervention as intended showed a significant improvement in some listening comprehension scores when compared to students who did not complete the intervention as intended. Results from acceptability scales indicated general acceptability for the intervention from both students and parents. Additional follow-up measures provided insight into why some families were unable to complete the intervention as intended. The results of the current study can contribute to creating better linguistically and culturally appropriate interventions to meet the academic needs of English Language Learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]