The survey reported here was originally created for the book Building Choral Excellence: Teaching Sight-singing in the Choral Rehearsal. However, that book presented results in a limited form from a smaller sample of participants. This report includes responses from an additional 94 participants, limits the sample to only middle and high school choral directors, and presents the findings in much more detail. The survey asked choral directors who were active sight-singing teachers to identify how much time they spend teaching sight-singing, the methods or materials they prefer, and how they assess student progress. Results indicated some significant differences based on whether or not sight-singing was a part of contest participation, preferences for certain pitch and rhythm reading systems, and a varied approach to assessment. Such findings could help beginning teachers decide how to organize their curriculum and might guide decisions by state organizations regarding the role of music reading in contest and all-state events.