Turkish language teaching includes listening, reading, speaking and writing basic language skills and grammar that supports these skills, and spelling and punctuation rules. Because of all of these skills areas are supporting each other, teachers should aim to develop and implement all of these skills in their practice. By the way teachers should follow the development of these skills by measuring and evaluating all of these skills in the measurement and evaluation process. While reading comprehension, writing and grammar skills are included in the assessment and evaluation practices in Turkish lessons, it can be said that listening skills are neglected in this regard. In this study, what are the practices about evaluation of listening skills in secondary school Turkish courses are investigated.This research designed with the qualitative research methods and interviews were used to collect data in the study. Working group consists of ten Turkish teachers who are teaching in Kayseri’s center and districts. The data obtained at the end of the syudy was analyzed using content analysis. According to the findings obtained during the study, teachers think that assessment of listening is necessary and textbooks are adequate in this sense. Most of the teachers aren’t applying alternative assessments. İt has been identified some limitations in different areas of the evaluation of listening in the study.