the following question poped up: is there any relationship between iranian high school efl learners reading comprehension and listening comprehension? then the following null hypothesis (ho) was developed to the test the above, mentioned question. "there is no relationship between high school efl learners reading comprehension and listening comprehension. for nearly 16 weeks, the experimental group four hours two times a week received 20-25 minutes listening comprehension practice each session and the control group kept on the same way. but without any listening practice and they were just confined to their set english textbooks. after 16 weeks. again the nelson reading test was adminitered to both groups upon their scores the statistical analyses were based. after scoring the test some important statistical analyses were conducted. these analyses included general: central tendency measures: mean: standard deviation variance parired t-tes: pearson meant coefficient correlation and t-test within the group. the statistical findings could firmly provide the researcher with the evidence and reject the null hypothesis at both .05 and .01 levels of significance and state that listenning comprehension can remarkably improve the learners reading comprehension skills. with the implications. the researcher found out that the findings of this research can be useful in language teaching teachers as they have fully neglected listening comprehension skill, shoud be aware that their efforts would be in vain, if they go on the method they are applying now the research findings can also be useful in teaching reading skills. designing syllabi. testing and teaching other language skill.