This study examines the design and implementation of an incubation program designed to prepare music education students and alumni to become innovators in their field. Conducted within the Department of Art, Music, and Dance Education, Faculty of Education, Chulalongkorn University, Thailand, the project seeks to strengthen teacher education by integrating innovation, entrepreneurship, and curriculum development into music teacher preparation. A mixed-methods design was employed with purposive sampling. Participants were drawn from current and former music education students and divided into two groups. Group 1 consisted of 20 teams (1-3 members per team, up to 60 participants) who joined the first training session on "Design Thinking." From this group, 10 teams (up to 30 participants) were selected to continue in advanced training sessions, forming Group 2. Data collection employed four instruments: (1) a background and motivation questionnaire, (2) an innovator mindset measurement tool in music education, (3) an observation form, and (4) a satisfaction survey. The process unfolded in four phases: (a) recruitment and baseline data gathering, (b) committee selection of teams, (c) advanced training sessions on "Innovator Traits," "Innovative Adaptability," and "Digital & Communication Competence," culminating in an exhibition with trial product sales, and (d) post-project evaluation using surveys and interviews. Observations and in-depth interviews throughout the process documented participants' learning behaviors, interactions, and professional development. Quantitative data will be analyzed using descriptive statistics (frequency and percentage), while qualitative data will undergo content analysis. Results will be presented in a narrative format integrating both data strands. The anticipated outcomes include advancing knowledge on music teacher education curricula that embed innovation and entrepreneurship, and establishing a model for innovation-oriented coursework in higher education. The project aims to equip pre-service and in-service music teachers with the skills to develop practical, market-ready solutions that enhance music learning. In doing so, it contributes to curriculum studies and pedagogies in teacher education, highlighting the role of structured incubation in preparing future educators as leaders and innovators in music education.