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The purpose of this survey study was to describe how teacher preparation programs prepare undergraduate preservice music teachers to consider P-12 learners' socioemotional development. Music teacher education programs (N = 665) were identified from the 2019 Title II Report of National Teacher Preparation Data. Program representatives were invited via email to complete an online questionnaire; data from respondents (n = 133) were analyzed quantitatively and qualitatively. Findings revealed that programs varied greatly in providing opportunities, conceptions, and practices. Relevant, embedded coursework existed in most music teacher education programs. Just under one quarter of respondents reported requiring socioemotional development coursework, and 4.51% indicated at least one music-specific course. Course topics were directed at specific populations and teaching methods; courses were often housed in education, psychology, or sociology departments. Required experiences included fieldwork in general music, practicum, student teaching, or "diverse," rural, or urban settings. Methods of delivery for optional experiences were similar to required experiences, with the addition of conferences and partnerships with organizations.

The transition from doctoral student to higher education faculty member provides a unique set of challenges. Individuals attempt to balance research, service, and teaching requirements while also experiencing changes in their personal lives, such as geographical relocation. Peer-mentoring of early-career faculty may be used to support this challenging period and support the longevity of those who follow this career path. Therefore, the purpose of this phenomenological study was to explore the peer-mentoring experience of a group of early-career elementary general music teacher educators. Research questions were: (1) How did participants describe the experience of peer-mentoring? (2) How did participation impact participants personally, and; (3) How did participation impact participants professionally? We present our findings in four themes related to "finding our place" within our peer-mentoring group and the larger scope of higher education to share our experiences and encourage peer mentoring among early-career music teacher educators.