Teacher education in music has its strength in knowledge and skills but is lacking an emphasis on the general purpose of schooling, more attention to the student, greater flexibility in the requirements in music, a focus on scholarship in and out of music, and access to the remainder of the curriculum. In short, the research data in education do not justify present music education curricular requirements. Any policy change away from present requirements to a more relevant preparation for teaching in pre-K-12 schools cannot be accomplished without informed and conscientious faculty advising. A few initial comments set the stage for these conditions. This article focuses on the teacher's responsibilities based on beliefs, data, issues of language, teacher characteristics, acts of teaching, outcome beliefs, and consideration for the curriculum that is presently defendable. This article is not about the music component of teacher education, but rather on the the remaining 40-50 percent of the curriculum.The article concludes by discussing the effect of accountability movement to teacher education. [See ERIC EJ767234 for Music Teacher Education in This Century: Part II.]