Authentic listening increasingly involves being able to pause or replay recordings as needed. In this study, we investigated differences in the reported use of listening strategies and listening anxiety between single-play and self-paced test administration. We also analyzed the interrelationships among first language (L1) literacy skills, second language (L2) listening test scores, and reported frequency of self-pacing use in the two listening modes. Austrian young learners of English took the TOEFL Junior® Standard listening test section in which the first half of the items was presented in a single-listening condition and the second half in a self-paced condition. Participants responded to questions about their listening anxiety and listening strategy use and completed a standardized test of L1 literacy skills. Students reported lower listening anxiety in the self-paced condition than in the single listening condition. No significant relationship between the frequency of self-pacing use and L2 listening test scores in the self-paced condition was found. Except for increased need for intensive concentration on what the speaker said in the single play condition, there was no statistically significant difference in the use of listening strategies between the the two administration modes. Our findings suggest that self-pacing might not alter the way a listening test taps into the construct of L2 listening ability.