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This study aims to explore the correlates between English listening anxiety, metacognition, listening scores, and GPA. Data were collected from 89 nursing students at a 4-year college located in Daejeon. Based on the research questions, descriptive statistics were collected and, a t-test, correlation, regression, and hierarchical multiple regression analysis were conducted. The research findings are as follows: First, when gender differences in listening anxiety and listening metacognition were examined, it was found that male students showed higher levels. However, this difference was not statistically significant. Second, investigating the correlation and influence between listening anxiety and metacognition revealed a negative correlation between the two. Metacognition predicted 5.5% of listening anxiety, while personal knowledge, a subscale of metacognition which pertains to learners’ understanding of themselves and their confidence, predicted 40% of listening anxiety. Third, listening scores showed a negative correlation with listening anxiety and a positive correlation with GPA. Listening anxiety and GPA together predicted 42% of listening scores.