The major objective of this study was to investigate the learning styles used by the students with high achievement and low achievement in listening skill. This study also sought to reveal whether there was any significant difference between learning styles used by high achievers and low achievers. The researcher used non-experimental comparative research design with the sample of 50 English Education Department students at University of Islam Malang. The instruments used on this study were Index of Learning Style as the questionnaire to identify students’ learning style and Listening TOEFL scores as the matrix of students’ listening skill achievement. The data were analysed using independent sample t-test of SPSS. The results of the study showed that in the processing dimension, both high achievers and low achievers prefer to use Active Learning Style; in the perception dimension both groups tended to use Sensing Learning Style. In the input dimension, high achievers used Verbal Learning Style and low achievers used Visual Learning Style. In the understanding dimension, high achievers and low achievers prefer to employ Sequential Learning Style. The results of independent sample t-test proved that there was no significant difference of learning styles between high achievers and low achievers in listening skill with significant value 0.42 (>0.05). In general, high achievers and low achievers were found to use almost the same learning styles in each dimension, so it is beneficial for teachers to apply the teaching style that matches with students’ learning styles. However, teacher should assess students’ learning styles before starting a new class, as well as students should be more aware of their learning style preferences. For further researcher, it is suggested to do conduct a research related to correlation between learning style and students’ achievement.