The purpose of this study was to develop sets of English listening comprehension approaches for student teachers at Nakhon Si Thammarat Rajaphat University. The participants were 216 first year student teachers from 6 different listening proficiency groups, student teachers with very high listening comprehension scores, high listening comprehension scores, upper medium listening comprehension scores, lower medium listening comprehension scores, low listening comprehension scores, and very low listening comprehension scores. The six listening proficiency groups were classified through Listening Proficiency Test. An interview form was used to collect data on listening strategy of each proficiency group. It was found that the common listening strategies used by all proficiency groups were using prior knowledge and listening for the main point. It was also found that the listening strategies used by the lowest listening scores were listening for the main point, considering the accompanying pictures, and taking note, while the listening strategies used by those with high scores were previewing the questions, using prior knowledge, listening to the understanding words, listening for the main point , taking note, and summarizing. Five instructional approaches , then were developed from listening strategy utilized by students with higher scores in each group , and were applied to student teachers with lower scores in each proficiency group. After applying English listening comprehension approaches developed to students with low scores in each group, it was found that most of the students could upgrade their listening scores.