To enhance elementary students’ experience with two-part choral singing in music classes, this study adopted an action research approach to explore the process and effectiveness of implementing choral teaching strategies in a fourth-grade music classroom. The research also aimed to reflect on instructional practices and propose solutions to encountered teaching challenges. The study was conducted at Yueyin Elementary School (pseudonym) in Taichung City, involving 25 fourth-grade students who participated in a seven-week, 12-lesson choral music program, along with one pre-test and one post-test session. Based on a review of relevant literature, the researcher designed a staged two-part choral teaching plan, progressing from unison singing, round singing, and partner songs to two-part choral works. Each phase was accompanied by vocal warm-up activities and diverse instructional strategies to strengthen students’ aural harmonic perception, pitch accuracy and voice-part independence. Data were collected through both quantitative and qualitative methods, including self-developed assessments of harmonic pitch and harmonic perception, collaborative teacher observations, teaching reflection journals, and student feedback forms. Triangulation was employed to enhance the credibility of the findings. The results of this study led to the following conclusions:I.Implementing two-part choral instruction contributed to teacher reflection and professional growth.II.Two-part choral instruction significantly enhanced students’ foundational choral competencies. The findings support future instruction and research in two-part choral singing.Keywords: Choral Singing, Choral Teaching, Two-Part Choral Singing, Vocal Warm-Up, Harmonic Perception, Harmonic Pitch Accuracy