In Japanese junior high schools, class-based choral competitions and other singing activities are common. However, many students perceive themselves as “onchi”—a colloquial term referring to poor pitch accuracy. According to Obata (2019), 50.2% of students reported identifying themselves in this way. Previous research has shown that internal feedback, or the ability to perceive one’s own pitch during singing, is essential for accurate vocal performance (Obata, 2007). However, students who struggle most with singing are often left unattended in school contexts, where instruction tends to focus on whole-class choral activities rather than individual perceptions and experiences. Building on this framework, this study examined the relationships among students’ “onchi” consciousness, internal feedback, and others’ evaluations using longitudinal data collected over three years in a Japanese junior high school. The participants were 148 students enrolled at a national university-affiliated junior high school (School A). Data were collected at three time points—November 2019 (Grade 7), November 2020 (Grade 8), and October 2021 (Grade 9)—using a combination of questionnaire surveys and singing skill assessments. Across the three years, 46 students (31.1%) consistently identified themselves as “onchi,” whereas 54 students (36.5%) consistently did not. Regarding singing ability, 112 students (75.7%) demonstrated the capacity for internal feedback. Notably, among these, 53 students (47.3%) consistently did not perceive themselves as “onchi,” whereas 27 students (24.1%) consistently did. To further clarify subgroup differences, this study examined whether students had ever been labeled as “onchi” by others. Results indicated that 22 students (81.5%) in the self-identified “onchi” group reported such labeling by others, compared with only 3 students (5.8%) in the non-“onchi” group. A chi-square test confirmed that this difference was statistically significant (χ² = 47.10, df = 1, p < .001). These findings suggest that the ability to utilize internal feedback is a necessary but insufficient condition for avoiding “onchi” self-identification. Even when students can monitor and adjust their pitch internally, negative labeling by others reinforces the “onchi” self-identification. Therefore, teachers can play a crucial role in shaping students’ perceptions of their own singing ability. By recognizing and positively reinforcing students’ internal feedback achievements, teachers can help them build confidence in their singing. Such pedagogical practices may encourage students to participate in vocal activities without perceiving themselves as “onchi,” thereby fostering both musical growth and positive self-concept.