The purpose of this study was to investigate elementary students' listening and speaking strategies as the milestone skills for students with learning disabilities. To meet the research purpose, the research questions were set up as follows: First, wether were the survey checklists designed by the researcher credible and what does each tool include subfactors? Second, how are the listening strategies different from each other according to grade and gender of elementary students? Third, how are the speaking strategies different from each other according to grade and gender of elementary students? Fourth, how are the listening and speaking strategies related each other? The research participants included 193 elementary students from 3rd, 4th, and 6th graders nationwide in Korea. Each survey checklist included 22 items selected by high relation to the total score. The research results exhibited that the listening strategy checklist showed .832 and the speaking strategy with .909 reliability, which ensured each tool was reliable. Second, the listening strategy exhibited six subfactors such as careful listening, memo, controlling disturbance, preparing, questioning, checking for understanding. The five subfactors excluding checking for understanding showed significant difference between grades. Third, the speaking strategy exhibited five subfactors such as confidence, clear expression, preparation, completion. checking while the clear expression factor showed significant difference between grades. Fourth, the listening strategy and the speaking strategy had significantly high relation each other as much as .71. According to these results, some issues were discussed and proposed some suggestions.