Research shows the importance of authentic conducting experiences (ACEs) in supporting preservice music teacher development. Legette and McCord (2014) found that preservice educators valued pedagogical theory but found a need for more preparation in classroom management, linking coursework to practice, and developing practical teaching strategies. Multiple studies have found that conducting courses focus primarily on conducting technique, this in turn leaves preservice music teachers underprepared regarding live-ensemble leadership. (Hart, 2018; Grey, 2022). First year teachers also reported that authentic experiences such as student teaching, ensembles, and applied lessons were the most valuable aspects of their training, while general education coursework was perceived as less relevant (Ballantyne & Packer, 20/04; Groulx, 2015). Additional research supports the role of peer and field teaching, rehearsal planning, and structured reflection in strengthening pedagogical content knowledge and building confidence (Powell, 2014; Barclift & MacLeod, 2024). The purpose of this study is to examine the impact of authentic conducting and rehearsing experiences (ACEs) through a conducting project outside of their course work in the music education undergraduate curriculum. The research questions are: Did this conducting project help the growth of Pedagogical Content Skill Knowledge Conducting (PCSKC)? What is the impact of ACEs (Authentic conducting experiences) on the development of Pedagogical Content Skill Knowledge Conducting (PCSKC) in pre-service music teachers? How did this additional conducting project (not part of the music education degree program curriculum) prepare pre-service music teachers? The study took place during fall semester of 2025. This project included rehearsals and performance of major choral and orchestral work. Two music education seniors were the conductors. Each student was assigned to two judges (a total of four) who filled out evaluation forms after watching video recordings of the rehearsals. Each student conductor also filled out a self-reflection form after each rehearsal. The evaluation forms from the judges and the self-reflections from the student conductors provided information on the development of the student conductors throughout this project. Data was analyzed in spring 2026. Results of this study indicated growth in PSSKC in student conductors, and positive impact of authentic conducting experiences (ACE) on the development of PCSKC in pre-service music teachers.