The practice of placing undergraduate education students under the supervision and mentorship of K-12 teachers has long been valued as the culminating experience of teacher preparation programs. In the area of music teacher education, there is a reliance on the professional and personal relationships between K-12 and collegiate music educators when selecting cooperating teachers rather than on the recommendation of school principals as is standard throughout other academic areas. This creates significant implications for the type and amount of preparation offered music teachers to plan and guide the student teaching experience for music education students. This study provides insight into how serving as cooperating teachers and participating in preparation activities have the potential to improve the the student teaching experience as cooperating teachers are viewed as teacher-educators and full, contributing members of teacher preparation programs. This understanding of current procedures for selecting and preparing cooperating teachers in music education makes it possible to improve and inform future methods and practices of music teacher education.