This presentation is a case study of the professional development (PD) needs of K-12 music teachers on Cape Breton Island in Nova Scotia, Canada. PD opportunities are important for ongoing capacity building of teachers (Nawab, et. al, 2021). Music teachers require specific PD that meets their unique needs as subject-matter specialists, giving space to draw upon their experiences in the classroom as active participants (Angeline, 2014; Conway, et.al, 2005; Pellegrino, 2011). Yet practicing music teachers express feelings of disengagement in PD sessions that are not focused on their specific needs as content area specialists (Bautista, Yau, & Wong 2017). Designing meaningful and relevant PD sessions for music teachers requires an understanding of their needs as practicing educators (Author, 2025).Data was collected from n=20 K-12 music teachers in Spring 2025 through focus groups using a Qualitative Needs Assessment. Qualitative interviewing produces data that considers participant values, perceptions, and opinion which can then inform a needs-based assessment for PD opportunities (White & Altschuld &, 2012). Data was gathered via audio and video recordings, transcribed, and then coded using open approaches to determine set priorities (Altschuld & Witkin, 2000). These priorities influenced the interpretation of the needs assessment in the context of the larger PD planning process and recommendations.Findings from the data indicate strengths and challenges music teachers face when engaging in PD opportunities. Strengths include the strong history of stakeholder support for K-12 music programs, the cultural importance of community music and musicians, and the retention of teachers who are committed to contributing to the lineage of music education on the island. The main challenge is the lack of local music-specific PD available, leading to additional barriers of time, distance, and financial costs to seek out other opportunities on mainland Nova Scotia. Challenges also include feelings of imposter syndrome with no local available music teacher certification programs and overall feelings of deprofessionalization despite often being the only music subject-matter specialist in their school.Conclusions for this study highlight the importance of offering relevant and accessible PD opportunities to practicing music teachers on Cape Breton Island. Recommendations from this study include developing equitable PD opportunities that involve music education research-practitioners from across Canada, which will be explored in this conference presentation. This aligns with the conference theme of using music as a bridge to bring communities together, to share ideas that will enrich teacher development and music education as a whole.