This study sought to examine factors that contribute to ongoing career identity among secondary choral teachers, identify whether or not a relationship exists between career identity and job satisfaction, and determine what relationship---if any---exists between professed career identity and professional practices of secondary choral teachers. For this study, a closed-response survey was administered to secondary choir teachers in the state of Alabama. Demographic data were gathered, and participants responded to a questionnaire. Additionally, some participants took part in structured interviews, which were transcribed and analyzed. Results indicated the lack of a unified group identity, as significant relationships were found between the preference of title (director or teacher) and professional priorities. Most respondents preferred titles that were specific to content area taught (choir rather than music) and task (director rather than teacher). Interview responses suggested role conflict and role overload to be primary agents of job stress among respondents.