The purpose of this study was to determine the effects of teaching models, musical aptitude, and home environment on vocal pitch accuracy of young children. Kindergartners (N = 134) in nine intact music classrooms were taught twice each week for eight months by one of three music teachers using one of the following treatments: A: the teacher always sang for, but never with, the children, B: the ... [Show full abstract] teacher always sang with, but never for, the children, and C: the teacher sang both for and with the children as she deemed appropriate. Children were pre- and post-tested using a Vocal Accuracy Assessment Instrument (Youngson & Persellin, 2001). The Primary Measures of Music Audiation (Gordon, 1979) and Home Musical Environment Scale (Brand, 1986) were also administered. Results indicated that all 3 treatments resulted in improved vocal accuracy, but no treatment effect significantly differed from the others. A significant positive relationship was found between the home musical environment and improvement in vocal accuracy (p = .0148).