The relationship between second language (L2) listening presage and process variables was examined in a large cross-sectional study. A formal model of learning beliefs was adapted to create a structural equation model testing the interrelationships of individual difference (gender, practice, experience with native teachers) and trait variables (listening learning beliefs, habitual strategy use) with listening comprehension. In addition, previously developed L2 listening learning belief and listening strategy scales were cross-validated. Significant multivariate relations among the learner-specific variables, L2 listening beliefs, listening strategies, and listening comprehension were identified, corroborating formal theories of learning beliefs and learning behaviors. The listening beliefs and strategies constitute multidimensional constructs, with their respective dimensions independently relating to other model constructs. Additional direct effects not described by theory were witnessed. Implications for listening theory are discussed.