This qualitative case study investigates the professional development pathways of exemplary graduates from a Department of Performance and Education at a Pop Music Academy of a Chinese conservatory of music. These students completed a program designed to bridge the gap between popular music artistry and teacher education by providing them with both performance competence and pedagogical capability. Unlike traditional music education programs, students in this program often enter with limited formal music training, but with a strong passion for popular music. The research focuses on four graduates who have successfully transitioned into teaching roles, exploring the pathways behind their development through a detailed thematic analysis of in-depth interviews based on questions from a study by Hewitt and Thompson (2006).The findings showed three central themes. First, the Integration of Knowledge Structures was pivotal. Graduates consistently described a process of weaving together their core popular music knowledge (e.g., harmonic theory, vocal techniques, popular music history) with pedagogical content knowledge. They learned to strategically "translate" complex concepts like improvisation into age-appropriate activities, such as using "music blocks" for melodic creation with younger students, demonstrating a sophisticated synthesis of their curriculum. Second, their Practice-driven Identity Formation emerged as a spiral process. Confidence and a cohesive "musician-educator" identity were not innate, but rather were constructed through critical experiences: observations of professors; micro-teaching simulations; full lesson planning and delivery; and, most importantly, structured reflection guided by mentor feedback. Positive student reactions to their musical demonstrations served as powerful affirmations, solidifying their teacher identity. Third, the Socio-relational Context played a dual role. While influential mentors and collaborative peers provided indispensable support, the participants’ experiences with these mentor and peers also helped them to identify a comparative deficit in their training: the lack of a sustained, long-term teaching practicum, which is a cornerstone of traditional education programs.To conclude, this innovative program successfully cultivates a unique type of music educator. To further enhance its effectiveness, the findings of this study point to two primary implications. First, for program development, the study underscores the need to institutionalize more extensive and systematic school-based internships, creating a stronger "theory-practice" bridge. Secondly, for curriculum design, it highlights the necessity of incorporating career guidance and courses that address other essential skills for music teachers, such as proficiency in a second instrument and conducting, to better prepare graduates for the competitive job market.