Background: Teachers seriously depend on their voice in their professional lives and have to overcome vocal challenges every day. Consequently, they are especially vulnerable to developing vocal disorders. Aim: The aim of this research is to evaluate the effect of an educational program about vocal hygiene awareness among primary school teachers in Minia city. Methods: The current study used a quasi-experimental research design, with one group receiving pre- and post-tests. Setting: The study was conducted at six governmental public primary schools in three districts in Minia City. Sampling: A multistage stratified random sample involved 200 teachers, and it was calculated using the statistical software EPI-INFO V7.2.5. Tools: Three tools were utilized to collect data: 1st tool: part I, socio-demographic data, part II, occupational history, part III, health related habits, and part IV, vocal symptoms and pattern of vocal usage in class by teacher; 2^nd tool: knowledge regarding vocal hygiene; 3^rd tool: practice questionnaire regarding vocal hygiene. Results: The present research indicated that more than two-thirds of the studied teachers had a poor level of knowledge regarding vocal hygiene pre-educational program; this improved to nearly three- quarters in the post-test, and less than three- quarters of the studied teachers had a poor level of reported practice regarding vocal hygiene pre-educational program; this improved to more than three- quarters   in the post-test. Conclusion: There was a highly statistically significant increase in the total mean score of these knowledge and practices before and after implementing the educational program, and there was a positive correlation between pre- and post - total knowledge and practice scores regarding vocal hygiene programs. Recommendation: Deliver well-structured training sessions to educate teachers on the crucial role of good vocal hygiene practices in enhancing their voice function and preventing future voice impairment.