In this paper, we discuss a perennial question in the field of music teacher education: is school music education better served with generalist or specialist teachers? To answer this question, we discuss the educational policy reforms implemented in two African countries, Uganda and South Africa, and in Spain as well. We also discuss how teacher education is implemented in these countries--in the case of Spain, in the lights of the European Higher Education Area (EHEA)--in what refers music teacher education and its professional development. From this policy analysis at curriculum and teacher education levels, we raise implications for teacher preparation and subsequent professional development of music generalist and specialist teachers. In our conclusion, we deduce that students may be well served with either generalist or specialist music teachers as long as they are prepared to move content forward, to meet contemporary global student needs.