This study explores the impact of international music education conference participation on the professional practice of Taiwanese music educators. Focusing on those who, between 2023 and 2025, attended such conferences and presented in oral and/or poster sessions, the research investigates how these experiences shaped their teaching and professional growth.As West (2019) observes, the deliberate integration of insights gained from conferences enables teachers to refine and adapt their methods, thereby enhancing instructional quality and advancing their professional development. In today’s educational landscape, globalization and teacher professional development are increasingly interconnected, with international music education conferences emerging as vital platforms for acquiring new knowledge and enhancing teaching practice. Such conferences provide opportunities for educators to exchange ideas and research with international scholars, engage with innovative pedagogical models, and critically reflect on their own approaches.This study examines how participants translated international exchange experiences into classroom practice, and how these engagements fostered professional growth while strengthening local teaching. The study aims to provide empirical insights that encourage more music educators to participate in transnational professional exchanges, supporting the meaningful integration of global learning into local teaching. The researcher hopes to provide empirical evidence that encourages more music educators to actively engage in transnational professional exchange.The study employs a semi-structured interview approach, conducting in-depth interviews with eight participants, including music teachers from different educational stages, with their schools across Taiwan. Each interview lasts approximately 45 minutes. The interviews explore participants’ motivations for attending conferences, their experiences throughout the events, and their interactions with international scholars. Particular attention is given to how these experiences informed their pedagogical reflections and instructional changes, as well as their perspectives on sustained engagement with the international academic community.Preliminary findings indicate that participation in international music education conferences broadens music educators’ professional perspectives and global outlook. Participants noted that preparing and presenting papers prompted them to critically reflect on their own teaching, while exchanges with international scholars provided new insights that inspired further exploration of diverse curriculum design and cross-cultural collaboration. These international gatherings not only support professional development but also cultivate educators’ sense of belonging to the international academic community. Most participants expressed a strong willingness to remain engaged and underscored the importance of encouraging more Taiwanese teachers to participate, transferring international experiences into local contexts to advance innovation and shared growth in music education.