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Although many teachers use concurrent instructional strategies, little is known about how or when they function in rehearsal, or how frequently they are employed. The purpose of the present study was to examine pitched and unpitched concurrent instructional behaviors as they occurred naturally in secondary choral rehearsals over time. Three master teachers (two male, one female) with at least 10, 20, and 30 years of teaching experience, respectively, recorded their rehearsals over the course of approximately six weeks, from the introduction of a new piece of literature, through the point in time when it is deemed “performance-ready” by the director. Data were recorded, on average, twice per week, in the form 15-20 minutes of audio footage, and sent to the researcher for analysis. Results indicate that mean concurrent instruction was present for 25.88% of a given rehearsal. The most frequently used pitched behavior was singing and the most frequently used unpitched behavior was the academic hustle. Potential implications for music education practitioners and directions for future research are discussed.