Speech perception and listening comprehension are of major importance for learning in school. Effective listening under noisy and reverberant conditions in the classroom requires to continuously filter out the noise and fill in missing elements in the speech transmitted from the teachers or classmates. Many experimental studies show that children´s speech perception is much more affected by adverse listening conditions than adults’ perception (Buss et al., 2017; Klatte et al. 2013). Yet, there are few studies that address the effects of real-world classroom noise on children's performance in listening tasks that take into account school instruction demands. Klatte et al., (2010) showed that the children’s poor listening comprehension in the presence of background noise could not be explained by effects on the identification of individual words; rather, the increased listening effort appeared to reduce the resources available for storing and processing information in working memory. We aim at investigating children’s performance on word identification and listening comprehension tasks using realistic, binaural classroom scenes. From the results, conclusions can be drawn for the acoustic design of learning environments and the development of speech-in-noise perception in primary school children.