The purpose of this research was to investigate music performer/music teacher identity by examining double majors in various stages of their programs of study aspiring to become a performer and music educator. Unlike their single-major peers, double majors cope with additional challenges as they simultaneously develop both identities, determining who they are and who they hope to become. Using individual and focus group interviews and e-mail prompts, I investigated the experiences of five undergraduate students majoring in music education and music performance. Participants expressed various degrees of blended musician identity. Although they described similar socialization processes, training as performers and teachers--in conjunction with challenging schedules--enhanced and exacerbated those processes. Participants identified performer and teacher qualities influencing self-perceptions and described conflict between performance and music education majors within studios and university. Music teacher educators can use their role as socialization agents as they guide performer-teachers through dual- and single-degree programs.