Elever i musikklasser med körinriktning i grundskolan ingår i en lokalt situerad musikkultur som är formad av traditioner med rötter i förra seklets första hälft. I denna tradition har konventioner om sång med barn utvecklats. Undervisning i musikklasser sker i stora grupper men den enskilda eleven internaliserar kunskapen om att sjunga individuellt. Varje elev bidrar med sitt individuella kunnande i musicerande tillsammans med andra. Studiens syfte var därför att belysa enskilda elevers lärande om att sjunga. Deltagarna i studien var musiklärare och elever i en årskurs fyra och en årskurs fem i musikklasser med körinriktning. Data samlades in genom observation och videodokumentation av en körlektion i respektive klass och genom enskilda intervjuer med åtta elever. Data analyserades ur ett kulturpsykologiskt perspektiv med fokus på kulturella redskap. Betydelsen av den individuella musikkulturella inramningens synliggjordes liksom elevernas strävan efter kvalitet. Samstämmighet visade sig mellan elevernas beskrivningar av förutsättningar för lärande, där den viktigaste faktorn som eleverna lyfte fram var möjligheten att få sjunga i ett, för eleven, bekvämt sångläge. Ett övergripande mönster i resultaten var att elever uppmärksammar de kulturella verktyg som distribueras i undervisningen med stor variation. / Students, who attend a special musical training which focus on choral singing and is offered in the Swedish compulsory school (i.e. musikklass in Swedish), are included in a locally situated music culture, which is shaped by traditions from the early twentieth century. In this tradition, conventions relating to singing with children have developed. Teaching choral singing in large groups is common in these music classes. However, students internalize knowledge about singing individually. Therefore, each student contributes his or her expertise about singing in music making together with other singers. Consequently, the purpose of this study was to highlight individual student learning about singing in a large choir group. The participants in this study were two music teachers and 8 students aged 10 an 11 years old who attended music classes with a focus on choral singing. Data were collected by observations and video documentations of one choir lesson in each grade and by interviews with the students. Data were analysed from a culture psychology perspective with a focus on cultural tools. The results showed the importance of the individual music cultural framing as well as the students’ pursuit of quality. Furthermore, the results showed consistency between the students descriptions of prerequisites for learning. The most important prerequisite, according to the students, was the opportunity for them to sing in a comfortable singing mode. Finally, an overall pattern in the results was the variation in how students pay attention to cultural tools distributed to them in choral teaching.