Abstract: This study investigates the difficulties faced by non-English-majored students at Nam Can Tho University in mastering listening skills for the Level-3-5 VSTEP test. A total of 100 students participated in the study, which utilized a 52-item questionnaire to identify factors influencing listening comprehension. The study categorized these factors into six clusters: background knowledge, phonological awareness, word recognition, the speaker, the listener, and the physical setting.The results revealed that background knowledge significantly impacts listening comprehension, with students often struggling with unfamiliar topics and cultural references. Phonological awareness was another key factor, as students had difficulty recognizing spoken words, particularly when they were reduced or spoken quickly. Word recognition issues were highlighted, with students finding it challenging to identify words in complex sentences and at high speeds. The characteristics of the speaker, including speech rate and accent, also affected comprehension, along with the absence of visual cues.Listener-related factors such as anxiety and difficulties with incomplete information were significant barriers. Additionally, physical setting issues, including background noise and poor audio quality, were found to impact listening comprehension adversely.The study concludes that addressing these factors through targeted instructional strategies and improving the listening environment could enhance students’ listening skills. Future research should explore additional factors and strategies to support non-English-majored students in overcoming listening challenges.