How do singers approach teaching and learning in the context of performance studies in higher education? And how is their approach distinct from that taken by instrumentalists in the same context? This paper focuses largely on verbal dialogue recorded in 67 instrumental and vocal lessons, in the music department of a UK university. It examines the approach taken by singing teachers to technique and interpretation as areas of study, focusing on features that distinguish them from instrumental teachers. The analysis of dialogue suggests that singers place more emphasis on technique, and less on interpretation, than do instrumental teachers, and that they also employ affective language and metaphor, appealing to the student's imagination, more. Interviews with participants help to cast some light on a discussion of reasons for and implications of these differences. (Contains 3 tables.)