This paper examines how the figure of the maestro is symbolically constructed and mythologized within a confessional Baptist college choir, revealing how authority and leadership are negotiated through collective memory and power relations. The study addresses the problem of how pedagogical authority in music education can evolve into symbolic myth, shaping both institutional identity and teacher-student dynamics. Its general objective is to analyze this process of construction and mythologization, while specific aims include identifying the mechanisms that legitimize authority, understanding the narratives that sustain it, and discussing their pedagogical implications. An ethnographic design combined with interpretive methods guided the research, integrating semi-structured and narrative interviews, participant observation, and documentary analysis conducted between 2015 and 2020. The collected materials were examined through the lenses of memory studies, symbolic power, and myth-making, drawing on frameworks from cultural and performance studies to interpret how social and cultural dynamics operate within a specific musical context. Findings show that the conductor’s authority emerged relationally, grounded in diplomacy, empathy, and institutional discourse, and was later transformed into a mythic symbol through collective remembrance. The study concludes that musical leadership functions as both a pedagogical and symbolic practice, suggesting that critical reflexivity on authority can foster more inclusive and dialogical approaches to music education.