Numerous scholars have indicated that listening abilities, including sensitivity to pitch, rhythm, dynamics, timbre, and musical structure, as well as the capacity to discriminate, analyze, and attend meaningfully to musical sounds, are core characteristics of musically talented students (Karnes, 1978; Meeker, 1977; Renzulli, 2002; Wu, 2004). The purpose of this study was to explore recommended listening repertoire for junior high school music- talented students through the Delphi method. A panel of 11 experts and professors was invited to form a Delphi group, including professionals in music education, aesthetics, psychology, and experienced practicing teachers. Two rounds of closed-ended Delphi questionnaires were administered to collect expert opinions on the appropriateness of listening repertoire for junior high school music-talented students. After each round, statistical results were compiled and attached to the corresponding musical works to facilitate convergence toward expert consensus. In the first round of the Delphi questionnaire, the appropriateness of 125 musical works was evaluated. The results indicated that 84 pieces met the decision threshold, achieving a mean score of 3.75 or above. All 125 pieces were subsequently included in the second round of the Delphi questionnaire. In the second round, four additional works showed an increase in their mean scores to above 3.75. In addition, four musical works proposed by experts in the first round also met the acceptance criteria. One work(the pipa piece Zhaojun Bidding Farewell Over the Frontier) was excluded due to insufficient consensus. As the number of accepted works exceeded 70% of the original sample, and in consideration of the study timeline, the Delphi process was concluded after the second round. Based on the statistical results of the two rounds of Delphi questionnaires, a total of 91 works were identified as appropriate listening repertoire, accounting for 72.8% of the original sample. Among these, 41 works (32.8%) were rated as “very appropriate,” with mean scores of 4.50 or above, while 50 works (40.0%) were rated as “appropriate,” with mean scores ranging from 3.75 to 4.49. Further analysis revealed that 59 of the 91 recommended works (64.8%) have already been included in the approved textbooks as music listening pieces. Therefore, the learning content of junior high school music-talented students overlaps by more than half with that of general classes which are authorized by MOE, the government, indicating that music appreciation is highly valued in our country and there is a significant consensus on this matter.