Children???s attitudes towards school singing have been a growing concern in recent years. While negative attitudes towards school singing have been acknowledged as one of the factors contributing to the decline of singing in schools, these attitudes conflict directly with the socially acceptable, esteemed and desired status that children place on singing in the world in which they live. Given the popularity of singing outside of school, negativity towards singing is of particular concern. Identifying the factors that determine a child???s attitude towards singing in both the school and home context is crucial if positive attitudes towards singing are to be sustained through to adolescence. The purpose of this research was to explore children???s attitudes towards singing in each stage level between Kindergarten and Year 6 in the home and school context, to identify the factors which determine positive and negative attitudes towards singing and to consider the relationships between attitudes in relation to gender. Interviews were conducted with 147 children between Kindergarten and Year 6 in five New South Wales public schools and attitudes towards singing were tested using a three point attitude measurement scale. Further data were collected from 118 parents in order to gain an understanding of children???s singing experience within the home context. Results showed that children???s preference to sing at home, rather than at school, increases with age. While boys have a stronger preference to sing at home than girls, girls are more positive towards school singing. Relational reasons such as fear of criticism and singing in front of others were central reasons for children???s dislike of school singing. While children across all stage levels enjoy singing with CD???s and singing on their own, boys??? particularly enjoy having ownership over song choice and composing their own songs. Lack of song choice and singing in front of others evokes negative attitudes towards singing. Teachers have a strong influence on attitudes towards singing at ES1 and Stage 1 level, however by Year 6, there is a strong correlation between parents and children???s attitudes towards singing. These results provide new insights and implications for the teaching of singing in schools.

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