School teachers’ voice problems are widespread impacting their ability to perform occupational responsibilities as well and student learning. A common response and preventative strategy to these issues is the availability of voice amplification systems. This studies purpose was to: (1) investigate the relationship between teacher vocal symptoms and classroom amplification use; and (2) identify factors influencing amplification usage. US Teacher survey responses were collected with questions exploring vocal health, classroom conditions, lifestyle habits, and access to and use of amplification systems. Results indicated that those with higher levels of voice complaints were the ones most likely to use amplification. Further, for teachers who had access to amplification systems, they were more likely to use them if they were teachers in lower levels, who smoked occasionally, and taught in larger capacity classrooms. As might be expected, teachers using amplification are using it because of pre-existing voice issues. Finally, several work-related factors such as grade level and classroom capacity were associated with increased use of amplification systems; these may be indicators of adjustments school administrators could use to reduce the occurrence of teacher voice problems. Ongoing studies reviewing the available amplification equipment and use from a school administrators’ perspective will be discussed.