In this article, the author proposes that now is a propitious time to consider developing one or more distinctive teacher education programs in music. Undergraduate education should prepare some educators for more than excellence in the classroom, the concern of Karl Gehrkens in the 1920s. Individuals considering doctoral work, those with an interest in policy, in leadership positions such as journal authors and editors, those with an interest in a career in arts organizations and government service, and cross-discipline situations could profit from options at the undergraduate level. (Fewer undergraduates in education expect eventually to undertake doctoral work than do students in the sciences and the humanities.) The author believes there is a role for the musician-scholar as well as the musician-practitioner. The addition of a second or third track to the undergraduate program might require the institution to rethink its graduate programs, including the doctorate, because scholarship at the proposed level would also characterize at least some faculty members involved with new programs. This article is organized in three parts. First, a brief critique of the research in teacher education. Second, the author argues that scholar-musicians must study a cognitive discipline in depth; in this regard, the humanities are used as a possible example. Lastly, a look at some of the research on two of the four components of pedagogical content knowledge that could be the responsibility of music teacher education faculty in a scholar-musician degree program: (1) motivation; (2) assessment; (3) critical thinking; and (4) transfer. (Contains 1 note.)