The preparation of early-career music teachers is vital to their effectiveness and long-term success (Ballantyne, 2006; Darling-Hammond, 2000). However significant challenges remain in bridging the gap between theory and practice (e.g., Conway, 2012; Wang, 2017). The purpose of this study was to investigate how teacher preparation in China and the United States influences the teaching practices of early-career general music teachers. Research questions were as follows: (a)What aspects of early music teaching do general music teachers in China and the United States find most challenging, and (b)What aspects of prior training do they consider most important for their teaching? Most comparative research focused on curriculum, with less attention to teachers’ first three years of practice. In this qualitative case study, eight participants completed 8 semi-structured interviews. I analyzed the data using open coding to generate themes.Findings revealed that both Chinese and U.S. teachers experienced a disconnect between academic coursework and classroom realities, though the areas of concern varied. U.S. teachers highlighted difficulties with classroom management and navigating institutional policies like grading systems, district standards, and student learning objectives (SLOs), while Chinese teachers emphasized the lack of preparation for diverse learners and the absence of sufficient hands-on practice. Chinese participants highlighted limited practicum and mentoring, which left them feeling theoretically prepared but underprepared for real classrooms. One U.S. teacher echoed this concern when emphasizing the need for more professors with recent K-12 teaching experience. Chinese participants reported gaps in preservice preparation related to improvisation, accompaniment, and choral conducting, while U.S. participants pointed to insufficient preparation in music-specific professional development, digital tools, and language. Despite these concerns, teachers in both countries identified strengths in their preparation, including lesson planning, performance skills, and pedagogical frameworks. Additionally, both groups emphasized the need for resilience to sustain joy and manage challenges in the early years.The findings suggest several implications. For U.S. teachers, preservice and professional development should emphasize navigating institutional procedures and applying differentiated instruction, while also supporting the development of resilience to sustain effective practice. For Chinese teachers, preparation should combine technical skills with classroom management and strategies for diverse learners, supported by internships and frontline mentorship. Educators who want to teach outside their countries need familiarity with administrative systems, standards, and behavioral expectations. Music education students benefit from early practicum, reflection, and mentorship to build resilience. Programs should bridge theory and practice, expand professional development, and promote resilience.