The purpose of this study is to analyze the relationship between class concentration, class satisfaction, and academic achievement according to middle school students’ listening style. For this, a study was conducted on 156 8th grade students attending two middle schools in K province who agreed to data collection. At this time, 130 students (66 male students, 64 female students) were used for analysis, excluding cases where some of the tests were not performed or had missing values. The research results are as follows. First, there was no difference in academic achievement according to listening style level. Second, there was no difference in class satisfaction according to listening style. However, in the case of relational and analytical listening styles, there was a correlation with satisfaction with the teaching method. Third, among listening styles, only relational and analytical listening styles had a positive correlation with class concentration. Through this, there is a need to teach science classes to utilize relational and analytical listening styles, and to improve academic performance, teach in a direction that can improve class concentration rather than listening style. In future research, it is expected that comparative analysis will be conducted by dividing schools by level.