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This article presents findings on the sources of anxiety in listening comprehension among secondary school students in Dutsinma, Katsina State, Nigeria. The study used instruments tagged ‘Sources of Listening Anxiety Questionnaire’’ (SLAQ) to gather data from 187 participants selected through a simple random sampling technique in four senior secondary schools in the Dutsinma Educational Zone. The reliability of the instrument was determined in a split-half pilot test in two secondary schools outside of the study area which resulted in an index of 0.82 upon analysis with Pearson Moment Correlation. Collated data were analysed with frequency count, percentage, and t-test statistical techniques. The study’s outcome indicated a lack of self-confidence, too many themes of oral input, listening getting evaluated, and native-like accent as common sources of anxiety in listening to the English language. Also, male and female students had the same perception of sources of anxiety in listening to English language. However, science students recorded higher anxiety in listening to the English language as compared to their counterparts in the arts class. The study, therefore, recommends that concerted special attention should be devoted to building self-efficacy in students and listening facilitation. This can lead to societal transformation that genuinely educated citizens can effect.