At present, there appear to be only two prerequisites for entry into a music teacher education program at most institutions: a minimum academic grade point average and sufficient musical competence to be admitted to the school of music. These seem overly minimal, and serious suggestions have been made regarding additional essential requirements. As is the case with many education-associated standards and recommendations, the National Association of Schools of Music (NASM) outlines seven desirable attributes of prospective music teachers, which are as follows: (1) Personal commitment to the art of music, to teaching music as an element of civilization, and to encourage the artistic and intellectual development of students plus the ability to fulfill these commitments as an independent professional; (2) Ability to lead students to an understanding of music as an art form, as a means of communication, and as part of their intellectual and cultural heritage; (3) Ability to inspire others and to excite the imagination of students, engendering a respect for music and a desire for musical knowledge and experiences; (4) Ability to articulate logical rationales for music as a basic component of general education; (5) Ability to work productively within specific education systems, maintain positive relationships with individuals of various social and ethnic groups, and empathize with students and colleagues of differing backgrounds; and (6) Ability to evaluate ideas, methods, policies in the arts, the humanities, and in arts education for their impact on the musical and cultural development of students. This author discusses these attributes and the specific competencies necessary to reach these goals, and also provides suggestions for mentoring, professional development, and teacher evaluation.