https://doi.org/10.1177/1057083719885335 Journal of Music Teacher Education 1–11 © National Association for Music Education 2019 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1057083719885335 jmte.sagepub.com Interest Article Developing Music Education Policy Wonks: Preservice Music Education and Policy Carla E. Aguilar 1 and Christopher K. Dye 2 Abstract The typical undergraduate music education student is focused on developing their musicianship and leadership abilities, professional education competencies, and specific pedagogical expertise. While these are desirable outcomes of a music education degree, music teachers must learn how to effectively interact with a range of policies that will influence how they navigate their professional and private lives. The purpose of this article is to outline and explore mechanisms to engage preservice teachers with educational policies and policy-related practices. We discuss resources for learning about federal and state policies related to education and music education and strategies for interfacing with policymakers. We suggest models that integrate policy topics into existing coursework and new curricular structures that may facilitate the development of “scholar-musicians.” Implications of music teacher educators bringing their role as politically active citizens into the classroom and adding political knowledge to the expectations placed on new teachers are considered. Keywords music education, music teacher education, policy, preservice music education Policy includes the range of governmental and organizational decisions, rules, and processes that influence practice in a given context. Because policy intersects with many aspects of a music teacher’s professional life, it is important to empower preser- vice music teachers with the tools to learn more about the contexts of their teaching and the mechanisms through which they can influence their circumstances. Teachers 1 Metropolitan State University of Denver, Denver, CO, USA 2 Middle Tennessee State University, Murfreesboro, TN, USA Corresponding Author: Carla E. Aguilar, Department of Music, Metropolitan State University of Denver, 1201 Fifth Street, Denver, CO 80204, USA. Email: caguil13@msudenver.edu 885335JMT XX X 10.1177/1057083719885335Journal of Music Teacher EducationAguilar and Dye research-article 2019