Listening comprehension in academic contexts is an important prerequisite for the acquisition of school-linked abilities. However, the concept of academic language is commonly the subject of much discussion, and there is no agreement yet on what forms academic listening comprehension. To date, it stays uncertain whether listening comprehension of academic language may be considered as a distinct construct. This inquiry explores the distinction of academic and everyday listening comprehension in 459 ninth-grade students speaking German as a first language or as a second language. Empirical results supply initiatory evidence that academic listening forms a separate facet of listening comprehension. Contrary to theoretical assumptions, second language students were not especially impaired in terms of academic listening comprehension.