This paper presents a narrative inquiry into the pedagogical process of working with a youth choir from a music education programme in Brazil. It explores how interconnected repertoire selection and vocal preparation develop not only musical skills but also social, emotional, and collective competencies. The approach to the choir work was grounded in three pedagogical frameworks: Estelle R. Jorgensen's concept of transforming music education; Social Pedagogy, founded on the philosophy of Brazilian educator Paulo Freire; and Jeanie LoVetri's Somatic Voicework™ method, integrating psychological, emotional, and physiological aspects into singing instruction. The youth choir leadership methodology involved planning of learning objectives, content selection and pedagogical strategies, as well as continuous assessment procedures. Vocal preparation transcended traditional warm-ups, becoming an integrated teaching-learning process. Observed and narrated outcomes demonstrated that adolescent voices, with appropriate pedagogical support, can successfully perform challenging repertoire. Students developed technical proficiency, artistic confidence, self-regulation, and collaborative skills within a welcoming environment fostering autonomy and belonging. This practice-based account, informed by Barret and Stauffer’s approach to narrative inquiry, offers insights into ways of building musical pathways in youth choirs within socio-educational contexts. By prioritising the holistic development of young people as artists and individuals, the proposal demonstrates how judicious repertoire selection combined with creative, student-centred vocal preparation can transform music education into a humanising and empowering experience.