Elementary music educators teach their students songs to engage them in active learning, to share new musical concepts, and for the sheer enjoyment of singing. Because it allows students to learn about music by actively participating in the musical experience, singing is an effective tool in the elementary setting. Vocal modeling occurs when a teacher models a song in his or her own voice for students to hear. In response, students are invited to sing back what they hear with pitch accuracy and good vocal technique, not shouting or unpitched chanting. Vocal modeling can work well because it allows the educator to set the pace of learning a song. If a class needs more time to learn a new song, then vocal modeling allows for a slower pace with frequent repetition. While vocal modeling is essential to allow children to learn valuable musical skills, male music educators are faced with a problem when determining which vocal register to use. The two male vocal registers that are discussed in this research are chest voice and falsetto voice. The purpose of our study was to determine how male elementary music educators in a large metropolitan area modeled singing when teaching young children (kindergarten through second grade) and when teaching older children (third through fifth grades). We also sought to investigate alternative teaching strategies used by male elementary music educators to aid in the development of vocal accuracy.