Listening to speech in a noisy background is difficult for everyone. While such listening has historically been considered mainly in the context of auditory processing, the role of cognition has attracted considerable interest in recent years. This has been particularly true in the context of life-span research and the comparison of younger and older listeners. This article will discuss three factors that are important to consider when investigating the nature of cognitive involvement in speech-in-noise (SiN) perception: (1) the listening situation, (2) listener variables, and (3) the role of hearing aids. I argue that a similar level of intelligibility can be achieved with the support of very different skills, or listening strategies, depending on the listening situation and listener. Age as a variable is particularly instructive for this type of research as it is accompanied by auditory as well as cognitive changes. As age-related changes are not uniform, using aging as a tool for the investigation can increase the opportunity to see individual differences in contributing processes and resulting compensation strategies. In addition to highlighting different interaction effects between hearing and cognition, I will argue that our conceptual understanding of the underlying processes can only be furthered if the selection of cognitive tests and experimental procedures in SiN studies follows accepted cognitive models, so that understanding can advance on a conceptual level without reliance on a particular test. Ultimately, a better understanding of the various listening strategies available to listeners, and the conditions under which they are used, may have theoretical as well as practical implications. Theoretically, it may help us better understand phenomena such as listening effort. Practically, it may guide us toward more effective diagnosis and intervention for listening difficulties in everyday life.