Collegiate choral conductors often face difficult communication problems when working with students of varying musical backgrounds and learning styles. Figurative language, including phrases, narratives, and gestural symbols, are tools conductors use to communicate musical ideas and motivate singers in choral rehearsals. In this study, I observed rehearsals led by four collegiate choral directors, interviewed these directors, and met with their students to determine how figurative phrases, narratives, and symbols were being employed and why. I analyze the frequency of use of different types of figurative language, and I determine for what purposes conductors use them. I find that the use of figurative discourse---phrases or narratives---can be categorized into four general purposes: to address vocal technique, to address musical expressivity, to encourage personal/emotional connection to the music, or to foster group collaboration. The conductors in my study use figurative phrases more often to address vocal technique and musical expressivity, while they use narratives to promote personal or emotional connection as well as group collaboration. Furthermore, I find that conductors use physical symbols to represent phrases or narratives that have been used in the past. I suggest that figurative language use by choral conductors is not only a pedagogical tool, it also increases the efficiency of rehearsals and, both directly and indirectly, creates a shared choral culture that improves group performance.