Music educator preparation curricula have been studied by several researchers (Killian, Dye & Wayman, 2013; Raiber & Teachout, 2014; Thornton, Murphy & Hamilton, 2004). Preservice educators complete a unique curriculum to meet the requirements of their institution based on the guidelines for teacher certification set by the state education association. Therefore, newly certified teachers should technically be able to teach any music class at any level (Henry, 2005). Because of this type of certification, principals can feel justified in hiring one instructor to teach both instrumental and vocal areas. On the surface, to a non-musician, this can sound like a good use of funds, but may not equate to a thriving music classroom experience for the students or the teacher. Although an element of cross-curriculum teaching is occurring with utilizing vocal techniques to enhance instrumental ensemble outcomes, the reverse role of using instrumental knowledge to help teach vocal techniques seems to be missing in the research. Also, research on the transfers that instrumentalists make from their background knowledge to the voice seems to be limited. In efforts to bridge this gap, the purpose of this study was to explore the transfers made by preservice music educators with an instrumental emphasis when working on vocal literature in a vocal methods course.