The aim of the study was to assess the biopsychosocial impact of the voice in relation to psychological features in female student teachers. This research was a cross-sectional study in 755 student teachers using general questionnaires, the Voice handicap Inventory (VHI), Type-D Scale-16 (DS16), Symptom check List (SCL-90) and Utrecht Coping List (UCL). Student teachers with a relative high score on the VHI (>75th percentile) and students with a relative low score (< 25th percentile) were compared. Results: Type-D student teachers had a four time greater risk of a high VHI-score (O.R. 4.2) than the non-type-D group. The student teachers with relative high VHI scores scored significantly higher (p < 0.001) on the SCL-90 total and all subscales, compared to the student teachers with relative low VHI scores. Furthermore, the students with a relative high VHI score had significant high scores on the subscales PAS (p < 0.001), PAL (p < 0.001), VER (p < 0.001), EXP (p = 0.003) subscales of the UCL. This study showed that a relative high biopsychosocial impact of the voice is related to the personality trait Type-D, psychosomatic well being and coping strategies in female student teachers. These features should be implemented in the training program.