Abstract: Music reading is a central skill for choral singers and conductors. The objective of this dissertation was to address the question of what strategies experienced musicians with a choral background use when reading and memorizing vocal music. This investigation consisted of four studies, each shedding light on musicians’ reading and processing strategies. The research was conducted using a variety of methodologies, including questionnaires, individual and group interviews, verbal protocols, and eye-tracking technology to measure eye movements during the reading of notated scores. The mixed-methods research design allowed the combination and integration of quantitative and qualitative analysis and results. Across the four studies, several key findings emerged: (a) skilled singers’ music reading processes were focused on melodic lines instead of lyrics, and influenced by the structural features of the music; (b) the individual cognitive orientation of choral conductors affected how they read during silent practice; (c) in group performances, choral singers combined typical music reading on their own voice line with information-gathering processes concerning other lines, relying on both auditory and visual cues; and (d) music students employed both holistic and segmented memorization approaches to facilitate recall. Overall, the complexity and density of the musical material had a considerable impact on the gaze patterns of musicians. The findings may have potential implications for higher music education and choral rehearsals, as they may contribute to the development of advanced training methods and stimulate future research in the domain of choral music.