The purpose of this study was to determine the status of piano teacher training in Taiwan. A survey questionnaire and two groups of interviewees facilitated research to conduct the study. The information gained from survey questionnaires documents the content of undergraduate piano pedagogy courses in Taiwanese universities and colleges. The targets of the survey questionnaire were twenty-three undergraduate piano pedagogy instructors in Taiwanese universities and colleges. Chairpersons were asked to answer the survey if their school did not offer undergraduate piano pedagogy courses. Although all reasonable means of pursuing responses from the targeted institutions were exhausted, a total of eight questionnaires were returned with a response rate of 34.8%. Among these respondents, seven were undergraduate piano pedagogy instructors and one person was a department chairperson. In addition to the survey questionnaire, two target groups were interviewed. Group one shared their perspectives on current Taiwanese piano pedagogy. It included three prominent piano pedagogues, one each from the northern, central, and southern regions of Taiwan's west coast. Group two contained four recent piano performance graduates of Taiwanese universities and colleges from northern, central, southern, and eastern regions of Taiwan. These interviews asked participants about the applicability of their undergraduate piano pedagogy courses to their current teaching situations. Recommendations for undergraduate piano pedagogy training in Taiwan were drawn from the analysis of collected data and interview results and then compared to the guidelines for piano pedagogy within the B.M. degree in piano performance in the U.S., as proposed by National Conference on Keyboard Pedagogy in a way that is practical and meaningful to Taiwanese culture. Recommendations for the undergraduate pedagogy course content centered on the following practical aspects of training: (1) reinforce practice strategies and techniques to minimize the high drop-out rate of young children studying piano, (2) call for familiarity with age-level characteristics and learning styles in their curricula, (3) discuss pedagogy students' current teaching situations during the class, (4) incorporate communication skills with parents in the pedagogy curricula, (5) train business aspects of teaching in pedagogical training, (6) prepare well-sequenced lesson plans and longer term goals, (7) learn skills to stimulate piano students into becoming independent learners and thinkers, (8) effectively teach the fundamentals of making music at the piano, (9) observe other piano teachers' teaching, (10) incorporate supervised teaching in the pedagogy curricula, (11) incorporate or strengthen intermediate level teaching in the pedagogy curricula, (12) provide the most recent pedagogical research and resources. The recommendations for administrations of Taiwanese universities and colleges include: (1) offer at least two semesters of piano pedagogy course to B.M. piano majors as required courses, (2) consider offering intensive pedagogy workshops and conferences as well as creating resource centers, (3) increase the volumes of teaching repertoire and Chinese pedagogy books available for study in piano pedagogy courses. Initial pedagogical training for Taiwanese pianists in college intends to equip them for effective teaching. However, further training resources are so limited in Taiwan that undergraduate piano pedagogy courses seem to be the only possible resource for preparing future piano teachers. Since piano teaching in Taiwan has evolved from an exclusive profession to a more common one, further opportunities need to be created for continuing education that are specifically tailored to the culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]