Understanding speech in background noise is a complex task, and children persistently perform worse than adults in such situations. When the competing noise is composed of interfering talkers (informational masking), this ability does not reach mature levels until late adolescence (around 16 years old). Speech perception in noise (SIN) is thought to be influenced by auditory scene analysis (ASA; the ability to segregate and track a sound stream while ignoring others), but also by cognitive abilities. The first aim of this pre-registered study is to investigate the development of SIN and ASA at adolescence. In adults, ASA has been shown to be a predictor of SIN. Yet the interplay between cognitive, auditory factors and speech perception in noise is likely different in development – especially given the protracted maturation of executive functions until late adolescence. Therefore, the second aim of this study is to determine whether and how the interplay between cognitive abilities, ASA and speech perception in noise develops from childhood to adulthood. Participants, aged 9 to 23 years old, were presented with different tasks to measure performance in SIN (energetic and informational masking), auditory scene analysis (stream segregation and attentive tracking), attention and inhibition, working memory and musical abilities. A power analysis indicated that a total sample of 200 participants was necessary to analyze the results using structural equation models. Data collection is ongoing. So far, n = 160 individuals participated in the study. Preliminary results suggest that both SIN and ASA improve until (late) adolescence. The relationship between ASA and speech in noise performance appears to also change during adolescence. The relationship between attentive tracking and speech perception in noise appears stronger in children and adolescents than adults. The opposite seems to be true for the relationship between stream segregation and speech perception in noise. Results will be discussed in line with developmental models of executive functions and their implications for the development of complex auditory processing at adolescence.