Thank you to the reviewers for the feedback. We added clarifying language to paragraph 2 to address the scope of the presentation and clearly articulation the format of the presentation (workshop session). As the K-12 teaching and learning landscape moves towards a space that privileges collaboration and creativity, it is essential that music teacher preparation programs (MTPP) provide preservice music teachers (PMTs) with opportunities to experience curricular approaches that model the relationship between the learning process and assessment in ways that are collaborative, integrative, creative, and critical (Austin & Russell, 2016; Hess, 2019; Russell & Austin, 2010). The purpose of this workshop session is two-fold: (i) to present the synthesis of the literature pertaining to curricular vision and coherence; (ii) provide a space for music teacher educators (MTEs) to consider how they might reimage curricular design through a comprehensive and coherent scope and sequence for undergraduate music teacher preparation programs.Throughout the workshop, the presenters will share detailed examples of learning experiences and assessments tools with the session participants. Parkes and Rawlings (2019) reported that music teacher educators (MTEs) have limited exposure to undergraduate and graduate coursework surrounding assessment practices, and in a follow-up study (Parkes & Rawlings, 2020) determined that learning experiences incorporating MTE modeling assessment practice was common among their respondents. Creating learning and assessment experiences where PMTs observe MTEs modeling integrative and place-based practices, and in turn, where PMTs have the opportunity to enact such practices are critical components of a learning experience that promotes understanding and transfer across contexts (Millican & Forrester, 2019; Hess, 2019). In this session, we propose a curricular scope and sequence centered around a cycle of learning, understanding, autonomy, and assessment. The presenters will offer a range of learning and assessment tools utilized within a convenient sample of MTPPs that connect musical abilities and teaching competencies while promoting dialogue, creativity, community, and autonomy. This area of interest supports the work in the Music in Schools and Teacher Education theme, specificially, curriculum studies and pedagogies. Through this presententions the presenters will explore how learning experiences for MTEs are designed from SOLs in preK-12 schools, to increased assessments required of graduating preservice teachers, such as PRAXIS and performance exams. Furthermore, we consider that music teacher educators might overestimate their comfort and competency with how to design assessments given that prior research of the population (Parkes & Rawlings, 2019) reports low levels of formal preparation. Therefore, MTEs may need to contemplate how they prepare preservice music teachers for the K-12 landscape. The presenters will outline how this divergent approach to learning and assessment experiences has changed their teaching. Using a hands-on presentation style, session attendees will engage with curricular tools, collaborate, and leave the session with materials ready to implement in their respective programs.