Many scholars have written about in-service music teachers’ perceptions of professional development (Bautista & Wong, 2017; Conway, 2008; Eros, 2012), but few have addressed the perceptions of preservice music teachers regarding this topic. The purpose of this investigation was to examine what preservice music teachers valued about the sessions offered at a statewide conference they attended. The conference was specifically aimed at preservice music teachers and was held in the southern United States. Those in attendance included university students at various stages of their program. Participants (N=50) completed a short survey in which they were asked to rank the five presentations (1=most valuable, 5=least valuable). They also completed a series of short-answer questions to identify the most valuable elements, least valuable elements, and most personally applicable elements of each of the five conference sessions. Of the 50 participants, 23 were female, 25 were male, one identified as non-binary, and one did not respond. Participants were predominantly instrumental music majors (N=41) while only a few vocal majors were represented (N=9). Respondents generally ranked the session on classroom management to be of highest value and found the session on score study and rehearsal preparation to be least valuable. The researchers analyzed and coded all participant responses to short-answer questions to identify themes in what elements were most valued, least valued, and were perceived to be most applicable to participants. Themes emerging from the most-valued questions included advocacy, building relationships and connections, score study strategies, quotes from former student teachers, classroom management strategies, professionalism, and feedback/advice from a professional panel. Themes emerging from the least-value questions included lack of sufficient orchestra, elementary, and/or vocal music-focused sessions, redundancy, desire for more interactive or social/networking sessions, and either no response or a response indicating all was of value. Applicability themes mirrored most-valued themes or indicated that the sessions in their entirety held value. Findings suggest that collegiate students perceive value in a range of topics as long as they feel the information being conveyed is novel or they have not already received similar information during their college coursework. Additionally, the desire for subject-specific sessions has future implications for session selection committees. Participants valued most that which they felt was directly applicable to them. Further study is needed to assess perceptions of value across a broader range of topics in music education as we seek to better prepare preservice music education students for their future classrooms.