The current research investigated the impact of reflective teaching instruction (RTI) among pre–service EFL teachers to improve listening skill among EFL learners. The research sample included 100 Iranian learners who were selected as the participants of the study. Then they were randomly assigned into two equal groups of control and experimental. Each group included 50 participants. Both groups took the listening pre-test. The experimental group was taught by training teachers who used reflective practices. Learners of the control group received conventional instruction. These teachers did not use any reflective practices in the control group. But they continued with their usual methods and strategies of teaching. During 12 sessions of treatment, the first session was allocated to the homogeneity test and then the students took the pre-test of listening the second session. The other sessions followed the objectives of the current study. The results of the post-test indicated that the experimental group performed better than the control group (p>.05). Finally, implications suggest that the EFL teachers can use reflective practice in teaching listening skill effectively.