Preservice music teacher education programs are designed to equip prospective music teachers with the knowledge and skills to teach music in the classroom. As the quality of teaching occurring in schools can be directly attributed to the preservice teacher preparation that teachers receive (Carter, Carre, & Bennet, 1993; Committee for the Review of Teaching and Teacher Education, 2003; Darling-Hammond, 2000; Iredale, 1996;Temmerman,1997), it is clear that the quality of the music teacher education profession is of vital importance to the music education profession. Accordingly, improving of the effectiveness of preserving music teacher education programs is vital if the quality of classroom teaching is to
