AbstractThis study documents aspects of vocal education at Clarion State Normal School in Pennsylvania from 1887 to 1929. This normal school focused on training classroom teachers. The following research questions guided this historical investigation: Why does this research focus on vocal education at the school? Why did the author select this period as the research target? Why did the Normal Department emphasize the Vocal Class? What role did the Music Department play in vocal education? Which curricula had positive influences on vocal education? What other factors contributed to the improvement of vocal education? Findings revealed that the school offered professional music learning opportunities and implemented reward policies, strict admission policies, and assessment policies for students who intended to become classroom teachers. Moreover, the Music Department designed comprehensive curricula to develop vocal music, offering an enriching variety of musical opportunities, and non-curriculum ensembles to augment musical practice, such as vocal clubs-glees and choirs-and annual concerts, which were extended ways to develop vocal education at the school. Additionally, a booming job market, and societal influences—such as German immigration culture and community singing—supported vocal education too.This study concludes that vocal education was not only a successful component of teacher education, but that the Music Department also enhanced music education beyond curricular requirements by providing all stakeholders with cultural capital. This music education of classroom teachers also led to the beginning of music teacher education in the U.S. starting with the establishment in 1907 of the Music Supervisors National Conference in Keokuk, Iowa. Keywords normal school, vocal education, 1887-1929