Review of the recently published Oxford Handbook of Music Composition Pedagogy (2024) reveals broad concern surrounding the preparation of music educators to teach composing in PK-12 settings. Given that creating music is a precursor or simultaneous step to both performance and listening, it is important for students to experience composing in its own right and as a means of understanding the roles of composer, performer, and listener that students inhabit as music makers. Panelist #1 will introduce the topic of teacher preparation in composition and identify concerns that are shared globally. These include how we envision and represent composers; curricular imbalances between the roles of composer, performer, and listener; gatekeeping that excludes composers from music teacher education programs; and the cycle of composition avoidance and marginalization in music education that has entrapped practitioners, teacher educators, and students alike. Panelist #2 and #3 will offer perspectives from their countries and regions, addressing the conflict between indigenous and colonialist approaches to composing and their influence in teacher education. They will offer insights into efforts being made to change these practices. Panelist #4 will address the concept of vulnerability as it applies to students composing, to teaching students to compose, to teachers adopting the challenge of trying something that likely exists outside of their initial training, and to music teacher educators who need to risk vulnerability if the state of teacher preparation is to change. Panelist #5 will address how music teacher educators, teachers, and students can all engage in composition by activating their listening skills - usually a point of familiarity and comfort - as an entry point to guide their composition pedagogy and composing. Finally, Panelist #1 will summarize the key points of the session and offer a charge to the profession to purposefully attend to the development of composition skills and composition pedagogy as part of undergraduate music teacher education.