When students enter the age of adolescence, school music often loses its priority for many. (McPherson et al., 2010; Simpkins et al., 2010). The same situation can be found in school choirs, where conductors have been investigated to change several aspects of the choir experience to keep students invested in music (Dakon & Major, 2017; Major & Parker, 2023; O’Toole, 1994). Much of the literature for choral educators dealt with rehearsals, vocal technique, conducting technique, repertoire, and more (e.g. Goetze, 2016; Halsey, 2011; Jordan, 1996).With that said, research that addresses the idea of creating a vision for choirs remain sparse. Vision is defined as the ability of a leader to see change and a future path for the group/company (Burns, 1978; Vision, n.d.; Wis, 2007). A choir conductor that is able to create a vision for their program can perhaps provide long-term goals that sets a course for the future. Future oriented planning engages and inspires singers to invest time and effort in the choir and reunites the group behind a goal (Wis, 2007).The purpose of this research was to collect experiences on the process of developing a vision for a high school choir ensemble. This poster is based on a single case study that monitors the experience of a high school choir director in the Mid-Atlantic area. The interview lasted for approximately one hour. The following research questions were addressed: (a) How did the high school choral educator come up with a vision for their ensemble after starting the new teaching position? (b) How did the high school choral educator assess and order the needs of change in their choir ensemble? and (c) What challenges or circumstances did the high school choral educator face during this process?After cleaning and de-identifying the data, inductive and deductive coding using the software Dedoose was applied to extract the required information. Results were organized into three different categories: (a) the school’s choir ensemble status and the expectations, (b) the perception of the situation through the eyes of the educator, and the process of recognizing the need of change, and (c) the prepositions and challenges the educator faced while implementing changes.