Background: Voice disorders (VDs) refer to alterations in the acoustic output of the vocal tract, rendering teachers more susceptible to such health problems including hoarseness, aphonia, weak voice, sore throat, and discomfort due to voice abuse or overuse. Objectives: Our study analyzed the prevalence of VDs among teachers in Jazan, Saudi Arabia, along with their vocal complaints, patterns of seeking treatment, and awareness regarding vocal care practices. Materials and Methods: A descriptive and cross-sectional study was conducted in the Jazan region, Saudi Arabia, with a convenience sample size of 443 participants, including both male and female individuals. A validated assessment tool from a previous study was utilized for data collection, resulting in a finalized questionnaire encompassing five primary categories: Demographic data and living circumstances, teaching circumstances, vocal symptoms, and their impact on teachers. Data analysis was carried out using IBM SPSS Statistics version 27.0.1, NY, USA. All variables were categorical, and frequencies and percentages were calculated and tabulated. Results: A total of 443 participants were recruited for the study, with 64.8% of participants were male and 35.2% were female. Voice problems were notably prevalent among teachers, accounting for 64.6%. The most frequently reported symptoms by the teachers in our study were hoarseness (40.4%), dry throat (38.4%), and sore throat (33.0%). Regarding voice-related factors, exactly half of the teachers (49.9%) reported that they frequently used their voices loudly. Only 32.3% of teachers sought medical intervention for vocal disorders. The factors significantly associated with the prevalence of voice problems included frequent voice raising and a family history of voice problems ( P < 0.001). Among all teaching subjects, only scientific subjects showed a statistically significant association with voice problems ( P = 0.011). Conclusion: Voice-related complaints were highly prevalent among teachers, highlighting the need for interventions and awareness. Our study strongly suggests developing effective strategies for protecting and maintaining the health of teachers’ voices, and by extension, their effectiveness as professionals over the long term.