The Music in Schools and Teacher Education Commission of the International Society for Music Education clearly states its vision for a world in which all students have access to a quality music education, and advocates for the development of highly qualified music educators in order to achieve this. Regrettably, in Australia, opportunities for primary teachers to undertake music education studies as part of their initial teacher education have diminished significantly in recent decades, creating a vicious cycle in which upcoming generations of teacher candidates have experienced impoverished music education in their own schooling and have an even greater need for quality music education studies if they are to feel confident in delivering music education to their students. Despite this situation, pockets of excellent music education do still exist both inside and outside of schools, and some students do arrive at university with strong music skills and an interest in becoming a specialist music teacher in primary schools.This paper focuses on the experiences of Ellie, a student in a four-year double-degree Bachelor of Education (Hons) in Primary Education/Bachelor of Music program at a major Australian university. Although this double-degree program would seem on paper to provide access to an ideal preparation for primary music specialist teachers, in reality the two courses operate completely independently and neither course explicitly teaches the pedagogical content knowledge necessary for teaching a quality, sequential primary music program. This case study is drawn from data collected as part of a small project investigating the experiences of education students interested in potentially teaching music in primary schools. Ellie completed a short survey in each of the first two years of her program and also participated in semi-structured interviews in the second semester of her first year of study and at the end of her final semester of study. This case study offers a glimpse into one particular student’s hopes, expectations, and frustrations as she navigates learning to become a teacher who can teach music.