Listening, which is the language skill most commonly used by individuals in both their school and social life, is making sense of the sounds heard and giving a reaction as a result of this. With the school life, listening skill is attempted to be systematically developed. The training given for listening is primarily focused on daily communication and then conducted on the basis of academic language. Therefore, at the end of compulsory education, what is expected of the student is to acquire an identity of an effective listener. However, studies show that students have many listening problems at various levels of education. The current study deals with the academic listening skill, which is described as one of the listening problems, in the context of university students. With the assistance of phenomenography, which is one of the qualitative methods, it was attempted to determine the competency level of the university students in academic listening skills. In the collection of the data, a semi-structured interview form was used and in the analysis process, content analysis was employed. In this connection, the research findings were grouped under four main headings: attentive listening time, academic listening barriers, listening efficiency and being an academic listener. In the study, it was concluded that academic listening skills of the university students studying in different fields were influenced by the listening environment as well as the factors associated with the listener and the speaker.