Teachers frequently experience vocal health issues, impacting their effectiveness and well-being. Despite the critical role of vocal health in teaching, U.S. schools lack policies addressing these concerns. This study, understanding this concern as an occupational voice issue, explores administrators’ and teachers’ perspectives on vocal health to inform future policies. Using qualitative methods, previously analyzed data from interviews and focus groups involving 32 administrators and 66 teachers were compared. Findings reveal similarities in vocal health experience and lack of awareness as well as differences. Findings suggest the importance of increasing vocal health awareness and the role of administrators in disseminating information.