Research looking specifically at the performance anxiety levels of undergraduate music education majors is sparse. In one of the few studies that examined this issue, Conway, Eros, Pellegrino, and West (2010) found that the different emphases placed on music education majors made for a wider array of activities and foci. Undergraduates who focus primarily in performance generally are concerned with ensembles and practicing, while music education undergraduates have many of the similar tasks combined with the pressure to go into schools and teach as early as possible. Students in the study noted tension they experienced between practicing and educational aspects of their degrees. Additionally, music education undergraduates perceived themselves as having a different identity from performance students, due to their additional tasks (Isbell, 2006). Performance anxiety could affect music education majors differently due to this difference; this study intends to begin to look at this population. Therefore, the primary purpose of this study is to determine whether there are differences in self reported levels of music performance anxiety between under- and upper-classmen music education undergraduate students. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2012).]