The key research question for this qualitative study was as follows: How do program directors in selected schools describe the successes and challenges related to the design of their Master of Music degree in music education? Data sources included website content for 21 NASM-accredited programs and individual interviews with program directors from seven institutions. Program directors outlined several challenges associated with program development, including how to address the practical needs of music teachers in a flexible, accommodating, and efficient manner while maintaining the highest standards for coursework so as to prepare some masters students for the possibility of doctoral work. We discuss major themes in relation to past studies of graduate education in music.

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This chapter discusses a robust research base on beginning band instruction; however, it highlights a lack of literature on preparing preservice teachers to teach band. Topics addressed include organizational responsibilities, recruitment, instrument selection, method books, repertoire, performances, assessment, teaching audiation, and singing in beginning band. Implementation strategies for beginning band teachers and higher education instruction follow. The chapter also suggests nontraditional techniques for beginning band instructions and how to prepare teachers to implement them. These strategies include improvisation, adopting an aural-first approach, and a balanced approach between aural and executive skills. The chapter concludes with a lesson plan template that provides a research-based organizational tool for preservice music educators to incorporate traditional and expanded techniques within their classes.