The purpose of this study is to compare music studio teachers' (n = 622) and K-12 music teachers' (n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project survey. Respondents indicated the following skills were very important to their work: relationship building (Studio: 81.3%; K-12: 75.7%), leadership skills (Studio: 71.6%; K-12: 89.3%), project management (Studio: 65.1%; K-12: 74.8%), persuasive speaking (Studio: 63.4%; K-12: 74.2%), clear writing (Studio: 51.5%; K-12: 63.4%), creative thinking (Studio: 88.7%; K-12: 91.4%), taking feedback (Studio: 78.8%; K-12: 81.2%), broad knowledge and education (Studio: 80.1%; K-12: 91.0%), and critical thinking (Studio: 64.3%; K-12: 76.4%). Fewer than 50% of respondents felt their institutions had helped them develop project management, persuasive speaking, clear writing, and critical thinking skills. The most substantial differences were financial, business, and entrepreneurial skills, indicating that studio teachers perceive these skills as important to their work. Studio teachers were less satisfied with job security but more satisfied with work-life balance than K-12 teachers.