The study reported in this article set out to investigate the effect of an intervention into the strategies for second language (L2) lecture comprehension. The research was conducted in a Bulgarian university context and adopted a quasi-experimental pretest-posttest design. The 15-week instructional sequence was based on explicit/direct teaching of cognitive and metacognitive strategies for listening to lectures in English. The results indicated that the students in the experimental group (n = 34) significantly outperformed their counterparts in the comparison group (n = 25) in a multiple-choice test used as a measure for L2 lecture comprehension. The findings, therefore, suggest that the strategy-based instruction could facilitate the development of L2 lecture listening skills.