The aim of this study was to find out how Utbildningsverket’s (UR) pedagogical material, belonging to two miniseries aimed at upper secondary school, use top-down- and bottom-up strategies to teach listening comprehension. For this purpose, a case study method was used where the materials worked as the case to be studied. Furthermore, the approaches that were used for this study were based on taxonomies established by previous research: First, a taxonomy of strategies for listening comprehension illustrated by Graham and Santos (2015). Secondly, a taxonomy relating to listening types, illustrated by Field (2009). With these taxonomies and the English 5 syllabus, the materials were studied as a qualitative case study. The results show that the two criteria in the English 5 syllabus, which relate to strategies, are addressed within the teacher’s guide of both miniseries. Moreover, My English Mistakes and The Great Debate, both implicitly instruct students to use various strategies. The results also show that the top-down strategies are overrepresented in frequency but less varied in listening type variation. However, the strategies that are instructed are not explained or motivated in the materials.