Difficulties within L2 learning exist in every aspect and this study aims to find a way of possibly eliminating one of those difficulties within the Swedish schools’ L2 teaching of English. Specifically, the issue of the productive part of a receptive skill, listening exercises or tests. Why put any focus at all on the language used while providing answers to listening tests, when it is not the skill tested? This study therefore aims to see whether there is any difference for the student performing a listening test considering what language they use, if it is their L1 or the target language of L2, in this case English. In chapter 3.1, it is shown that curriculum Lgr11 (Skolverket) gives the student the opportunity to use strategies to cope with difficulties, such as the use of L1 to answer questions, as a strategy to overcome shortcomings.The study is conducted in a Swedish upper secondary education school, where I work and it is done in both a compulsory school class, English year 9, as well as in an upper secondary class, English 5 course. In four groups, two in year 9 and two in English 5, where all groups performed two listening tests each. One test in Swedish and a second test in English. After the tests they answered a questionnaire, aiming to get an understanding of their thoughts regarding using each language within a L2 classroom situation. The study stands on similar research conducted prior, one being by Mohebbi & Alavi (2013) who did a questionnaire to find out how L1 was used in L2 classrooms and found several key places where it was used and could be used. The results found in my study point towards there being a place for L1 in the L2 classroom, but primarily during certain areas, such as instructions, grammatical explanations, and receptive testing. Most students performed within reasonable margin 5between the two languages, but L1 did help some struggling students get a better, and even passing, score on their listening tests, proving there is a use for L1 in L2 education.