Continuing professional development for music teachers is a strategic priority to ensure educational quality in the European arts sector. The aim of this study was to compare music education programs in seven European countries (Spain, Italy, Germany, Austria, Finland, Poland, and Greece) in order to identify their structures, educational approaches, and the teaching competencies they promote. To this end, the "curriculum mapping" method proposed by Greatorex et al. (2019) was applied, which allows for a systematic and replicable analysis of curricula based on documentary sources. The analysis tool was validated through expert judgment and the calculation of Cohen's Kappa coefficient (Cohen, 1960), which ensured the reliability of the process.The results show considerable heterogeneity between countries. In the first dimension, relating to the general structure, programs of varying duration and ECTS credit loads are observed, with a greater emphasis on music teaching in Spain and Italy compared to reduced loads in Finland and Poland. In the second dimension, the analysis of professional practices reveals substantial differences: while some incorporate internships, others barely contemplate minimum credits, and in other countries, they do not include compulsory curricular internships. The third dimension, focused on teaching competencies, reveals three levels of development: intermediate-advanced, intermediate, and basic. Likewise, a general lack of training for teaching theoretical-musical subjects is detected.Based on these findings, it is concluded that the programs reflect diverse conceptions of teacher preparation, revealing tensions between the emphasis on instrumental/vocal instruction and the cultivation of critical pedagogical competencies. The study acknowledges limitations arising from the documentary nature of the analysis, terminological heterogeneity between countries, and the lack of educational quality indicators. Nevertheless, it offers relevant implications for pedagogical practice: the need to integrate teaching training and practical experience in a more balanced way, as well as the importance of expanding preparation for teaching theoretical disciplines. In line with European frameworks (EHEA and MECES) and international recommendations, the importance of moving towards a versatile, reflective music teacher profile adapted to the challenges of contemporary education is emphasized.