In 1993, Congress passed the mandate "Goals 2000: Educate America Act," which established standards for K-12 education that outlined the core benchmarks of student achievement for individuals who have mastered the core curricula required to earn a high school diploma (Mark, 1995). Unfortunately, these curricular requirements did not include any criteria for music education, nor did they consider the curricular implications for higher education in providing NSME Standards-based training for music educators. The aim of this study was to determine if and to what extent music education faculty engage in NSME Standards-based instruction within the higher education classroom. Questionnaires were emailed to music faculty at 25 randomly sampled higher education institutions in the Southeast region of the United States. A total of 343 respondents completed the web-based survey. Data analysis revealed two clear conclusions. First, the data presented in the current study shows that choral music faculty and instrumental music faculty are not placing the same emphasis on effectively teaching all nine of the NSME Content Standards. Second, the results of this study showed that choral and instrumental music faculty differ in how they rated the quality of instruction that their institution was providing their music majors. [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.]