This case study is about a teachers’ classroom practices regarding listening instruction, which takes place in a classroom at sfi (Swedish for immigrants). The aim is to investigate to what extent and how the teacher forms the listening instruction in the classroom and how those practices can be understood in relation to the sfi curriculum. Observational data and interviews have been analyzed as well as the curriculum for sfi. The analysis has been based on a cognitive model for second language listening and the sociocultural concept of scaffolding. Different categories derived from these theories have been used to find the focus areas of the teaching as well as how the practices take form. The curriculum is analyzed through the theory of educational paradigms developed by Ball (1990). The results show that the teacher focuses primarily on vocabulary knowledge and building necessary prior knowledge for listening tasks, and that she uses some instruction in metacognitive strategies and different ways of scaffolding in the manner she is teaching. The curriculum is found to be skills orientated and acts, for this study, as a means of understanding the construct of second language listening that this teacher creates in the classroom.