Singing is defined with a strong feminine gender-code, or as something more for girls, in research and evaluations of both Western education as Western societies. Research often describe environments where girls sing and boys play other instruments. Singing is an obligatory part of the music subject in the Swedish compulsary school and must be performed by all pupils to get a passing mark in both grades 6 and 9. In this presentation I will share results from my ongoing PhD project which investigates pupils and music teachers experiences of singing in one swedish school, through a gender perspective. Preliminary results indicate that pupils experiences of singing are connected to different gendered situations. This is visible in the structuring of singing in music activities, inrelation to pupils freedom of choice within them. When pupils can choose to sing or not, the majority of girls choose to sing and the majority boys choose not to, similiar to most research on singing and gender. When pupils singing is mandatory, the pupils are sorted into four vocal groups divided as to their assumed gender (girl/boy). This results in a ”gendered soundscape”, where girls sing high and ”nice”, and boys sing dark and loud, and implicates that pupils gendered as girls or boys are expected to perform singing dissimilar according to their assumed gender. Fixed conceptions on gender working as a sorting tool for singing in the swedish school in 2015, shows similarities to how singing formerly was organised in swedish schools (around 1850s), where conceptions on musicality as fixed and not as something changeable was used as a sorting tool for singing in school.