The aim of the present study was to investigate knowledge about the voice and voice care in teacher-training students. A voice care questionnaire was administered to teacher-training students (N = 184) and students of other professions (N = 143). Discriminant analysis demonstrated that the teacher-training students' knowledge was significantly better. However, descriptive analysis indicated that both samples' scores were not satisfactory. The results suggested a need for preventive voice programs within the curriculum of the studies preparing students for the teaching professions so as to improve the learning process in schools, and increase (future) teachers' vocal endurance and ability in such a challenging profession.