Listening comprehension and retelling are essential skills for academic success. However, students with learning disabilities experience difficulties in both areas, which can negatively affect their academic achievement. It is noteworthy that the relevant literature includes only a limited number of studies examining the correlation between these two skills in students with learning disabilities. This study aimed to examine the correlation between listening comprehension and retelling skills in students with learning disabilities. The study was conducted using a relational research design, with a sample of 181 fourth-grade primary school students diagnosed with learning disabilities. Data were collected through the Informal Reading Inventory and analyzed using multiple linear regression analysis. The findings indicated that both the listening comprehension and retelling skills of students with learning disabilities are at a moderate level. Furthermore, their listening comprehension scores were found to be lower than their retelling scores. Among the components of retelling, only the ability to convey details significantly predicted listening comprehension skills. These results highlight the importance of fostering listening and retelling skills in both future research and classroom practices, and suggest that educational activities should be designed specifically to strengthen these interrelated skills.