The audibility of teachers and peers is an essential factor in determining the academic performance of school children. However, acoustic conditions in physical education settings are less than optimal and have been viewed as “hostile listening environments” that undermine the learning of children in school. While typical classroom teachers are faced with many voice concerns, gymnasiums with poor acoustics, covered areas, and outdoor teaching environments can be more challenging to the voices of physical education teachers. They often rely on shouting instructions over noises and hope their students will hear and understand. This article reviews current acoustic research in classrooms and in physical education settings and future actions designed to improve sound issues and their related policies.