Five hundred seventy eight preservice music teachers from thirty randomly sampled institutions answered questions regarding their significant influences prior to and during their preparation programs. Specific research questions were: What are the salient facets of primary and secondary socialization? What is nature of occupational identity? What is the status of student thinking about music teaching? Is there a significant relationship between primary/secondary socialization and occupational identity? Is there a significant relationship between occupational identity and career confidence? What effect do individual difference factors (gender, major applied area, musician and teacher role models, year in school, field experience) have on occupational identity? Descriptive and inferential statistics were used to answer these questions and gain a deeper understanding of many of the attitudes and opinions of undergraduate music education students in the United States.

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