Educational opportunities are defined in significant ways by the expectations students place on them. In this study the author describes the reflections of small but nearly-complete classes of students on their expectations when beginning a music degree for voice training in jazz and contemporary styles. Inferences are drawn as a tentative conclusion for re-imagining practice through using an action research and learning plan to compare these findings with students' descriptions of what they had subsequently experienced in the university site. Students had provided anticipatory statements about working hard to develop good vocal technique and style and, that scaffolds would be available in their training that would help them move toward such vocal quality. This demand was driven largely by a desire to perform in the longer term and to participate in flow-on opportunities of employment in the high profile but competitive contemporary music industry. A little more than half indicated that someone within the teaching staff had asked them about their expectations. Most students detailed what they had wanted to know and provided suggestions for teaching staff about how to prepare young singers for contemporary voice performances.