Belting is a popular singing technique found in genres such as musical theatre, pop, rock and soul, and has become increasingly common in upper secondary school arts programs. Despite the growing prevalence of this technique, there is still uncertainty about how belting is defined and taught, as well as how pedagogical methods are used. The aim of this study is to investigate how vocal teachers describe, teach, and relate to belting. The study is based on qualitative data collection methods. The analysis shows that belting is described in different ways and can be divided into the subcategories Celine Dion belting, Alicia Keys belting, and Musical Theatre Belting. The results highlight the importance of physiological awareness, correct voice placement, and the use of exercises focusing on volume, range and engagement. The result also show that belting is considered a necessary skill for students who want to work with Contemporary Commercial Music. The conclusion is that teaching belting must be adapted to each individual student, but there is a common goal to provide students with tools to use the technique in a healthy and artistically way.