My research centres on exploring the use of mental imagery in voice pedagogy, with a particular focus on singing learning and teaching. Traditionally, imagery in singing teaching has been based in the master-apprentice tradition and has involved the use of stock metaphors and standardised gestures in both 1:1 and choral settings. Recent research has shown that whilst some singers and teachers report these strategies as being useful, many more highlight the potential for misunderstanding, miscommunication and the development of less effective and inefficient voicing strategies. Some go further and suggest that the uncritical use of traditional Bel Canto imagery can lead to vocal dysfunction and injury. Advances in understanding of student-centred teaching and learning, embodied cognition and biopsychosocial approaches to voice training and rehabilitation have called into question the effectiveness of current methods. My research, therefore, investigates mental imagery from multimodal and multidisciplinary perspectives. This includes analysing contemporary understandings of imagery as a pedagogical tool for motor skill acquisition and learning artistic elements of singing from within the disciplines of philosophy, psychology, and neuroscience. The study is seeking to unite vocal science and artistry, leading to a comprehensive understanding and evaluation of the effectiveness of mental imagery as a pedagogical tool. It seeks to bridge the gap in current research by centring on the student perspective and closing the student-teacher feedback loop, of which imagery is a vital part. Empirical research will test the effectiveness of imagery as a formative feedback tool, by analysing intersectional differences in imagery schema and perceptual abilities and preferences. Application of Clean Language protocols will provide the basis of an updated multimodal and student-centred imagery strategy. Such a tool will recognise the existing schema of the learner and their innate abilities and skills which can be facilitated and developed by the teacher, to enhance the learner’s life-long skill acquisition, resource management and strategy application.