The purpose of this study was to examine perceptions of pre-service music teachers (n = 104) regarding school music teaching and the quality of their teacher training. Research questions were: 1) What are the perceptions of pre-service music teachers regarding skills and knowledge provided by their teacher training programs? 2) What aspects of the work of school music teachers do pre-service music teachers perceive as most challenging? 3) What aspects of the work of school music teachers do pre-service music teachers perceive as most rewarding? 4) What factors do pre-service music teachers perceive as most important in making the transition from pre-service to in-service teaching? Classroom management, instruction in "what works," and large numbers of students were perceived as some of the more challenging aspects of teaching, while showcasing students was perceived as a major reward. Student teaching was overwhelmingly perceived as a major factor in becoming a teacher. Implications for teaching and research are discussed.