The change in governance, which came about in Australian institutions of higher education in the early 1990s and gradually throughout much of the world, led to the amalgamation of a majority of independent conservatoires with universities. This change to institutional culture impacted key characteristics of tertiary music education particularly in the training of performers. This chapter will reflect on institutional culture prior to amalgamation and the factors which shaped the learning experience of today's tertiary classical vocal students, within the context of the Queensland Conservatorium Griffith University. It will identify the challenges for staff and arts education institutions as a whole, in responding to pressure from the wider university sector to produce students who are 'industry ready' in the face of steady contraction of program offerings and staff resources. The structuring of vocal study within a wider context of undergraduate, postgraduate and higher research degree models will be identified. Additionally, the role of trainee principal programs and other initiatives such as summer schools, in advancing the standard of singing and performance craft in this country will also be discussed.