There is substantial evidence in the literature to suggest that professional isolation is a significant problem for music teachers. This paper reports on the results of a survey regarding the professional learning of classroom music teachers (n = 53) from Foundation (also known as Preparatory, Reception or Kindergarten) to Year Nine. Teachers who participated in the survey responded to questions regarding their participation in professional development, their current and desired means of participating in professional dialogue with other music teachers, and their use of teaching and planning resources. The study found that further consideration of strategies to relieve professional isolation of music teachers is needed. The findings of the study align ideas presented in the literature, identifying the most affective strategies of alleviating professional isolation as the need to address the lack of discipline-specific pedagogical knowledge, the need for effective professional development strategies, and the importance of professional networks.