The purpose of this study was to examine music education doctoral students' shifting occupational identity beliefs, career intent and commitment, and overall confidence for teaching in higher education. A total of 124 music education doctoral students, enrolled at 29 institutions of higher education in the United States, completed a onetime, 29-item online questionnaire. Participants identified more strongly as music teacher educators than as K-12 music teachers, and they were more committed to pursuing a career in higher education than K-12 teaching on completing their degree. However, participants who taught K-12 music concurrently during the degree were more likely to consider returning to K-12 teaching on degree completion. Music education doctoral students demonstrated confidence in their ability to train future K-12 music educators but lacked confidence in their ability to achieve a high-quality life balance in higher education. Implications for music education doctoral programs are discussed.