This quantitative study checked listening comprehension problems and strategies use among Iranian intermediate EFL learners. Moreover, it investigated the relationship between the participants’ listening problems and strategy use. More importantly, the listening problems included input, context, listener, process, affect and task problems while the listening strategies comprised of cognitive, meta-cognitive and socio-affective strategies. A questionnaire was used to get data from 60 randomly chosen Iranian intermediate EFL learners in private language institute of Hamedan. The results indicated that the learners suffered from input and affect listening comprehension problems. Meta-cognitive strategy was the main listening strategy utilized. The relationship between listening problems and strategy used among the learners was significantly negative and meager, r= -.196, p < .05. The outcomes totally insinuate that it is paramount for teachers of a second language to be aware of the various listening problems that are among listeners so as to enable them to use the proper strategies.