Although research has examined music teacher preparation and student learning opportunities within individual countries, there is limited knowledge about how teacher education models and student learning provisions compare across national contexts. Cross-national research remains limited, making it difficult to understand how different systems shape teacher and student experiences.This multi-case instrumental study examined music teacher preparation and student music learning opportunities in the United States, Finland, Croatia, and Singapore. The study focused on two areas: (a) the preparation of music teachers—both school-based and private instructors—including training pathways, competencies, and early field experiences; and (b) the availability and accessibility of music learning opportunities for students across school and community settings.The study was grounded in John Dewey’s theory of experiential learning and reflective practice, emphasizing the role of early teaching experiences in shaping professional growth and pedagogical competence. Dewey’s framework helped illuminate how field experiences supported the development of teacher identity and practical skills.Data were collected through in-depth, semi-structured interviews with eight higher education faculty members (two from each country) involved in music teacher preparation. In addition, national policies and accreditation documents were analyzed to understand the institutional and regulatory contexts affecting teacher education in each country.Preliminary findings revealed significant variation in the structure, duration, and goals of early teaching experiences, as well as differences in how teaching competencies are defined and assessed. Student access to music education also differed across countries, with variations in curriculum design, program availability, and learning settings. These differences highlight the influence of local educational systems and cultural contexts.This study will contribute to international discourse in music education by offering insights into diverse teacher preparation models and student learning opportunities. Findings will inform efforts to strengthen teacher education and expand access to music learning by encouraging reflective exchange and cross-national learning among educators and policymakers.