We believe music teacher education is shaped by political, cultural, and institutional practices and ideologies that impact preservice music educators. Despite initiatives to dismantle equity, inclusivity, justice, and belonging (EIJB) in the United States, we aim to use our privilege as music teacher educators to sustain and advance this work. Over the course of six years, as music education faculty at the same university, we have sought to highlight the role of music education in promoting solidarity, empathy, and peace. In this paper, we explore how applying queer theory to curriculum and institutional practices can serve as a transformative approach to music teacher education (Abramo, 201l; Gould, 2013).The scholarship of Critical Friendship has guided our work in queering music teacher education (Thorgersen, 2014). Self-reflection and openness to critique have been central, requiring us to acknowledge our limitations and actively address ways in which current practices fall short of serving all students. The method guiding this inquiry is reflective practitioner research, situated in the Critical Friends model, emphasizing mutual accountability, dialogue, and continuous growth (Moore & Carter-Hicks, 2014). This collaborative approach has provided both the framework and the personal and professional support necessary to sustain curricular revisions and reimagine policy at both program and institutional levels.Anchored in critical pedagogies, including culturally responsive (Bond, 2017), anti-racist (Dungee, 2020), student-centered (Battersby & Martin, 2025), and trauma-informed (Sauerland, 2022) approaches, our courses highlight how educators can resist exclusionary rhetoric. Weaving justice and belonging throughout our program, we have revised curricula, audition policies, and barrier exams while intentionally integrating diverse musical traditions, amplifying the works of historically marginalized composers, and engaging clinicians and performers who reflect broader cultural and social identities. These actions model ways to affirm diversity, cultivate belonging, and resist systemic hegemonies.This paper will discuss queering music education as not only an action toward LGBTQIA+ inclusivity, but an opportunity to integrate EIJB throughout music teacher preparation. Critical friendship is presented as a model for educators who wish to challenge systemic inequities and hold one another accountable. Our work aims to queer curricula on a global scale, providing strategies for educators, policymakers, and institutions seeking to advance equity in divided times. By situating this work within the ISME community, we underscore how queering music pedagogy can be adaptable across cultural contexts and how professional friendships, grounded in trust and reflection, can foster innovation and courage in the face of political divisions.