For decades, music teacher preparation has often borrowed its definition of musicianship from performers. But teaching music may require a different kind of expertise. This article explores why adaptability, breadth, and lifelong learning may be just as important as specialization in preparing the next generation of music educators.

What if music education for children with disabilities did not begin by adapting traditional classes? After watching students at River Hills dance, move, vocalize, and connect with a live band, I began imagining something entirely new: music classes designed around how children already experience music, with movement, choice, response, expression, belonging, and joy recognized as meaningful music-making.