This study examines characteristics of teachers participating in the national Guitars in the Classroom program in the 2007-2008 school year. 96 teacher participants from programs across the United States completed an online survey at the start of their professional development programs, usually 6-10 hours. 75 percent of teachers electing to participate work in PK-6 classrooms and half of all teacher participants work in high poverty schools. 20 percent of teachers report that children receive no weekly music instruction in their schools, but that nearly all school leaders are supportive of their efforts to integrate music. Each teacher participant impacts the instructional experience of 69 students. Teacher participants represent a wide diversity of subjects, schools, instructional experiences. Results show that teachers are willing to undertake non-mandatory professional development to improve instruction. While teachers come to the program with limited instrumental and music leadership experience, they do tend to have some singing experience. More instruction for teachers in music leadership was cited as a continuing need for teachers. (Contains 21 tables.)