As potential discipline leaders, college professors desire to establish themselves as viable and credible assets to their programs. In this quest, the college music program must become relevant to the pre-service teacher so the K-20 classroom can flourish. Are music programs at Minority-Serving Institutions (MSIs) preparing well-trained music teachers for the P-12 classroom setting? The purpose of this study was to determine if a relationship exists to Minority-Serving Institutions (MSIs) about culturally responsiveness, music teaching policy, 21st Century Learning Skills, music standards and assist curriculum designers in planning course work towards for the college music classroom. One research question did guide this study: What is the individual and combined power of (a) culturally responsiveness, (b) 21st Century Learning Skills level, (c) knowledge of teacher music power, and (d) music standards in predicting self-efficacy teachers among music teacher MSI graduates? The target population for this study was P-12, music education teachers who graduated from Minority Serving Institutions (MSIs). The instruments of Culturally Responsive Teaching Outcomes Expectancy, Staying in Tune Survey Policy Assessment, West Virginia 21st Century Teaching and Learning Survey, and Competencies and Skills Required for Teacher Certification in Florida will be used to collect data. The preparation of music educators can be overlooked because arts level accountability is commonly ignored and emphasis is placed on science, technology, engineering, and mathematics (STEM) preparation. [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.]