The purpose of this study was to determine relationships among social identity, value of music education, musician-teacher orientation, selected demographic factors, and self-concept as a music educator. Participants (N = 968) were volunteer undergraduate music education majors enrolled at four-year institutions granting a bachelor of music education degree in the United States during the 2011 fall academic term. Each subject completed the Undergraduate Music Education Major Identity Survey (UMEMIS) and data were examined using descriptive analysis, correlational analysis, stepwise multiple regression analysis, and analysis of variance. Social identity, value of music education, and musician-teacher orientation were related to self-concept as a music educator, social identity and musician-teacher orientation contributed to the development of self-concept, and increases in self-concept as a music educator were influenced by differences in social identity, value of music education, and musician-teacher orientation. Specifically, enthusiasm about being a teacher, social identity while interacting with school children, active involvement in supervised observation and teaching, encouragement to be a teacher by members of the music department community, and value for applied and music education faculty expertise in teaching (p less than 0.001) impact undergraduate music education self-concept as a music educator.