The aim of the study was to investigate the extent to which regular singing activity and voice training in children and adolescents enhance their voice performance parameters and their perception of their own voice and the extent to which their voice control is improved. At the same time, additional effects of age and sex were also taken into account. We investigated 183 children and adolescents between 6 and 19 years of age (mean age: 13.5 years) and assigned them to groups with different levels of voice strain and training with voice specialists. This was done on the basis of a classification of singing activity which we developed ourselves. We measured the voice parameters, and all of the test subjects were asked to appraise their perception and conscious control of their voices based on a questionnaire comprising 21 items. The higher the degree of vocal strain (taking regularity and organization of singing into consideration) and voice training, the more the perception and conscious control of the voice. Furthermore, the more intense the voice training, the wider the voice range becomes; the stronger the vocal strain, the better the capacity for messa di voce. On the other hand, the maximum duration of sustained phonation unexpectedly decreased, which we attribute to methodological reasons. Older children evince more differentiated perception of the sound of their own voices and imitate other voices more frequently. Boys show better values than girls as far as maximum voice intensity, maximum duration of phonation, and capacity for messa di voce are concerned. Boys also control their voices more consciously than girls. The results underscore the positive effects of regular singing and individual voice training on voice performance, sound perception, and conscious control of the voice. These results should encourage parents and pedagogues to provide opportunities for regular (organized) singing and voice training for as many children as possible. Moreover, age and gender have additional effects which should be taken into account in phoniatric and voice pedagogical counseling.