The intent of this systematically reviewed literature was to assess the connection between students’ listening skills and their academic achievements. The researcher gathered previously conducted articles from Scopus data base. He examined papers that were released in the years from 2000-2022. To guide the review, the researcher performed six actions; systematic literature review using PRISMA method (Mihret, G. et al., 2024). Among 39 scrutinized articles, the researcher retained 12 articles. The researcher used key words: academic achievement, skill, academic performance, listening skill, listening comprehension and academic achievements to run his study. The retrieval date for articles was 16 of May 2024. The publication stage that the researcher used was final articles not article in press and the document type was articles which were published in English language. Predominantly, the subject areas he used were Social Sciences, Psychology and Arts and Humanities. The findings seem to suggest students learn instructions more successfully when they are quiet, concentrated, and not twitching. As a result, teachers may not need to repeat instructions as often. This means, students’ listening skill and their academic achievements have direct or positive relationships. Future research on the area indicated that when learners are eager and keen on listening, they will achieve their educational goals easily.