Teacher voice health is an important but overlooked issue with consequences for educators, students, and schools. This qualitative study examined administrators' perspectives of teachers' vocal complaints and relevant policies. Focus groups made up of 18 administrators yielded key insights: 1) Reliance on voice amplification, 2) Attitudes and responses 3) Perceived impacts on learning, and 4) Proposed interventions. Findings revealed limited knowledge of vocal health issues and a desire to increase awareness. Concerning reports emerged regarding COVID-19 mitigations worsening student speech and literacy. Further research on the implementation and impact of teacher vocal health programs could be beneficial. This study provides valuable administrator perspectives on policies and practices related to teacher vocal wellbeing. Findings inform efforts to better support educator voices.