Due to the nature of the job, which requires continuous hours of voice use, speechlanguage pathologists can be categorized as Level II vocal professionals along with kindergarten teachers, teachers et al. While some vocal professionals are taught strategies to maintain a good voice quality, others are subject to vocal dysfunctions such as vocal fatigue, due to the ignorance or lack of use of learned strategies. Although the literature still does not provide an unambiguous definition of vocal fatigue, it can be best described as a perception by the voice user, manifested primarily as a sense of increased vocal effort that increases over time with voice use, and subsides with voice rest (Solomon, 2008). Given that speech-language pathologists, unlike other Level II vocal professionals, gain theoretical and practical knowledge in the field of voice disorders during their education, it is expected that they will report vocal fatigue in a much lesser extent. The aim of this study was to investigate the existance of vocal fatigue among speech-language pathologists in relation to other Level II vocal professionals who do not receive the necessary knowledge about the prevention of vocal dysfunctions during education years. The study involved 120 speech-language pathologists and 120 subjects in the control group. For the purpose of this research, the Croatian version of the Vocal Fatigue Index (VFI-C) was used. The obtained data were processed in IBM SPSS Statistics 28.0. The results showed that there is a statistically significant difference (p<0,01) between speech-language pathologists and other Level II vocal professionals in regards to all three categories and overall result achieved on VFI-C, with speechlanguage pathologists reporting lesser vocal fatigue. Based on the obtained results, the conclusion can be drawn that speech-language pathologists trully practice what they preach, not only during the (re)habilitation of their users, but also when it comes to preserving their own voice.