IntroductionThe mentor-mentee dyad is a complex and transformative relationship that enhances both pedagogical skills and professional confidence for early-career teachers. While supervised teaching, structured feedback, and induction programs are foundational in K-12 music educator preparation, such mentorship models are rarely applied to the training or early professionalization of applied voice teachers (Burwell et al., 2019; Parkes & Daniel, 2025; Goffi-Fynn, 2024). Consistent with Malmberg’s (2017) finding that novice teachers often experience a decline in perceived status as musicians, early-career voice teachers may face challenges across three interrelated domains: content knowledge, pedagogical practice, and the social-relational aspects of studio instruction. Because applied voice teaching often occurs in isolation, the boundaries and supports of a community of practice (Lave & Wenger, 1991) remain underdeveloped. Adapting mentorship structures from K-12 teacher education may therefore offer a valuable framework for developing pedagogical expertise and professional identity in the applied studio.Aims and ObjectivesThis case study explored a model of mentorship in applied voice teaching as part of an ongoing action research project. The research examined the impact of mentoring on mentees and their students through a long-term 1:1 semi-structured mentorship between a graduate pedagogy student and a mentor teacher that extended through the mentee’s first four years of higher education teaching. The study focused on (1) the mentee’s professional and pedagogical growth, (2) the mentor’s observations of this development, and (3) student-singer perceptions of the mentored lesson environment—an underexplored area within Evidence-Based Voice Pedagogy (EBVP).Methods and Mentorship ModelBetween 2019 and 2024, twelve students participated in supervised, co-taught lessons with a mentor teacher and graduate pedagogy student. Lesson recordings and qualitative reflections from participants (n = 10) were thematically analyzed to identify patterns of pedagogical and technical growth (Saldaña, 2016). In 2024, an open-ended qualitative questionnaire expanded on these findings, followed by a reflective dialogue between mentor and mentee exploring long-term outcomes for the mentee as a teacher.Results and ConclusionAnalysis revealed measurable growth across several domains of singing voice development, including improvements in treble-specific technique (e.g., passaggi), pedagogical skill (e.g., critical listening, pacing, student-centered approaches), and professional confidence. Student responses were overwhelmingly positive, citing enhanced confidence, appreciation for multiple teaching perspectives, and increased trust in their teacher. Findings underscore the value of structured mentorship as a bridge between K-12 teacher education frameworks and applied voice pedagogy, offering implications for future mentorship initiatives and the professionalization of early-career singing teachers.