The purpose of this study was to determine the effects of student/teacher demographic differences, teacher quality indicators (TQIs), teacher preparation and school/community support on urban music teacher attitudes toward and the expectations of their students. The study aimed to verify the psychometric appropriateness of the researcher-created survey instrument and determine what combination of variables best predicted positive teacher attitudes and high teacher expectations. The "Culturally Relevant Teaching Questionnaire" was administered to K-12 public school music educators (N = 584) from 20 large cities in the USA. Exploratory factor analysis indicated that survey items adequately represented the intended constructs. Four separate simultaneous multiple regression analyses were completed to determine the relative effects of the focal variables on Culturally Relevant Attitudes about Teaching, Culturally Relevant Attitudes about Music, Implicitly Prejudiced Attitudes and Expectations. Support was a strong predictor for Culturally Relevant Attitudes about Music, Expectations and Implicitly Prejudiced Attitudes. Preparation was a moderate predictor for all four dependent variables. Teacher/student socio-economic status match was a moderate predictor for Expectations, Culturally Relevant Attitudes about Teaching and Implicitly Prejudiced Attitudes. Teacher/student ethnicity match was a moderate predictor for Implicitly Prejudiced Attitudes and TQIs have a small but meaningful negative effect on Culturally Relevant Attitudes about Music and Culturally Relevant Attitudes about Teaching. Because Support and Preparation were strong predictors and demographic matches were moderate predictors of urban music teacher attitudes and expectations, efforts to improve urban music education should focus on improving local support and increasing culturally relevant preparation of pre-service music educators.