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Making space for singing activities as an integrated part of the school day can be anticipated to have positive effects on student health and the classroom environment. This study aimed to better understand the potential benefits and challenges of implementing a daily singing activity with children (ages 7–9 years) in a primary school setting in Sweden. The interview was conducted using a triangulation approach. Through a phenomenological hermeneutic method, six themes related to implementing daily singing in schools were found: 1) awareness of expectations, beliefs, and attitudes, 2) challenges related to the singing-health project, 3) decision-making/clarity/leadership related to awareness and responsiveness, 4) preparations, 5) ritual, and 6) support. Recommendations based on these results were developed to provide a framework for successful implementation of integrated singing activities in the school day, establishing conditions that engender spaces where all voices can find a meaningful place in the classroom.