The purpose of this study was to (a) examine the effects of a music methods course on the singing skills of preservice kindergarten teachers, (b) document the nature and development of their skills during the course, and (c) trace any changes in their confidence levels toward singing as a result of the course. As an applied study which was carried out "in situ" with 33 female preservice kindergarten teachers enrolled in a teacher preparation program at the University of Cyprus, the normal procedures of the course were not altered. The research design was both experimental and descriptive, using quantitative and qualitative data in a mixed methods research design to systematically record, measure, and analyze student progress. The 12-week course incorporated singing instruction in 24 lectures and two 10-minute private singing tutorials at the beginning and middle of the semester. Students' singing ability was measured before and after the course with a "Singing Skills Assessment" which required pitch matching and whole-song singing tasks. Each private singing tutorial was analyzed to examine students' singing development. Participants kept a singing reflection notebook and completed a pretest-posttest "Singing Profile Questionnaire" that provided information about their singing confidence levels and self-esteem. At the onset of the course 52% of participants could not echo sing accurately la-sol-mi patterns, and 58% made several melodic mistakes when singing the criterion songs. Participants had limited upper vocal ranges, as only 36% could sing above A4. T test comparisons showed that by the end of the semester participants improved their singing skills significantly in the areas of pitch-matching melodic fragments (p less than 0.001), singing simple children's songs (p less than 0.001), and highest pitch (p less than 0.001). From the qualitative analysis of common vocal characteristics among participants, seven singer categories were identified: proficient singers, near-proficient singers, developing singers, unstable non-modulating singers, unstable modulating singers, restricted range singers, and adult speaking range singers. Unstable singers appeared to have the most difficulty progressing, whereas developing and restricted range singers made remarkable progress once they extended their vocal range. Results were similar to those of previous researchers who suggested that vocal range is a critical factor for singing accuracy, and that tonal stability develops in phases. In addition, findings showed that participants significantly improved their confidence toward singing ( p less than 0.001) and their perceptions of their singing ability (p less than 0.001). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]