The purpose of this study was to determine the significant relationships between vocabulary learning strategies and listening comprehension proficiency among elementary education students in a local college. Also, this aimed to explore the lived experiences, coping mechanisms, and insights of the students related to their vocabulary learning strategies and listening comprehension proficiency. This study used a mixed-method design, utilizing a parallel convergent approach. The participants of the study were elementary education students from all year levels. For the quantitative part, it involved 164 students, while for the qualitative part, it involved 14 participants. Results revealed that the level of vocabulary learning strategies and listening comprehension proficiency is high, meaning they are oftentimes manifested by the elementary education students. Meanwhile, the qualitative results revealed different experiences, coping mechanisms, and insights of the students regarding their use of vocabulary learning strategies to enhance listening comprehension proficiency. Similarly, mixed-method analysis and data corroboration found that both quantitative and qualitative data were merging. The results revealed that effective use of vocabulary learning strategies greatly improves students listening comprehension skills, helping them understand and process spoken language efficiently in academic settings.