This study was designed to explore differences between instrumental music teachers' comfort and self-perceived competence ratings based on their undergraduate choral methods curricular background and in-service choral teaching experiences, using a 7-point Likert scale, on 15 specific choral teaching skills presented through a researcher-developed survey. In this study, data computation included descriptive and non-parametric statistics to analyze the participants' (N = 106) responses. According to this study, the participants' undergraduate choral methods curricular experience had a positive influence on comfort and self-perceived competence when instrumental music teachers taught choirs in secondary school classrooms. Instrumental music teachers self-reported being more comfortable and competent in teaching choral music as teaching experience increased. Based on this study's findings, it is important to facilitate opportunities for both pre-and in-service instrumental music teachers to explore voice as an instrument and various levels of secondary school choral repertoire.