This quasi experimental study aimed at investigating the effect of using test taking strategies in Omani grade 11 students' performance in listening comprehension tests. It also aimed to document the perceptions of the students regarding the importance of the test taking strategies in listening comprehension tests. The study also sought to document their perceptions regarding the employment of the strategies in general. The study addressed the following research questions: 1. What is the impact of using test taking strategies on Omani grade 11 students' performance in listening comprehension tests? 2. What are the students' perceptions regarding using test taking strategies in listening comprehension tests in terms of: A) Importance and usefulness of these strategies, and B) The actual use of these strategies? The sample of the study included two groups from grade 11 students from one of the schools in A'Suwaiq in Al-Batinah Governorate in the academic year 2016-2017. Two research instruments were used to collect data: the listening comprehension test and the student perceptions questionnaire Data analysis revealed these findings: The students in the experimental group outperformed their counterparts in the control group in the listening comprehension test. Besides, there was an increase in the students' scores in the post-test with both groups and this was due to the practice they received during the intervention. Furthermore, the students in the experimental group perceived using the test taking strategies in the listening comprehension tests as being very important. Also, the results of the questionnaire showed that the students' use of the various kinds of cognitive, metacognitive, and affective strategies for before, during, and after the listening ranged from "high" to "very high" degrees of usage. In light of research findings, some recommendations for practice and for further studies were outlined