This study explores the conflicts and reflective practice processes inherent in the professional activities of musicians who instruct community choirs of adult singers. While amateur choral activity is flourishing in Japan, a systematic training system for conductors and instructors is not well established. Consequently, many choral leaders develop their expertise by interweaving their own musical experiences with teaching practice. This research focuses on a professional vocalist who works with adult choral enthusiasts of diverse backgrounds and musical levels. By investigating the conflicts she faces and the ways in which she overcomes them, the study aims to present practical insights and identify issues surrounding adult choral practice.A narrative approach was adopted, based on a semi-structured interview with a single participant. The theoretical framework was grounded in Donald Schön’s (1983) concept of the reflective practitioner, influential in adult and professional education, emphasizing reflection on action. In addition, the study incorporated Killion and Todnem’s (1991) notion of reflection for action, which extends Schön’s framework. Furthermore, the recently expanded concept of music literacy was integrated to interpret the professional vocalist’s experience in a multilayered way.Three key findings emerged. First, the participant embodies a dual role as both a leader and an adult learner committed to continual self-development. Second, a disconnection in functional musical literacy (e.g., music reading) between the leader and the learners generated instructional challenges, although these were compensated for through mutual trial and alternative literacy elements. Third, negative learning experiences from earlier life, when reflected upon, led to a renewed educational philosophy and a strong commitment to guiding others. These narratives also illuminate issues inherent in Japan’s choral teaching culture.Future research will include participant observation of choir rehearsals to further examine reflection in action and to clarify how knowledge is generated through practice. The findings highlight the need to reintegrate functional literacy and reflective practice within contemporary music education, where music reading is often undervalued, and propose a reflective model that bridges musical and educational divides between learners, instructors, professionals, and amateurs.