Given increased accountability efforts in higher education, there is a need for evaluations of research productivity and trends. Furthermore, Schmidt and Zdzinski (1993) explained that “research activity is a primary indicator of the intellectual health and academic status of a field or discipline” (p. 5). Therefore, periodic assessments of research activity are valuable because they illustrate research priorities among academic disciplines, as well as how research topics, paradigms, and trends change over time. Silverman et al. (2023) investigated collaboration and funding of articles published in the Journal of Music Therapy by reporting the types of collaborations represented in each published article (independent, collaborative, or interdisciplinary) and whether each article was funded by a grant source. Silverman and colleagues’ findings helped to elucidate the relationships between grant funding and co-authored research in music therapy, and we were curious about the degree to which those relationships may be evident in music education research.The purpose of the current study was to investigate authorship, collaboration, and funding of articles published in the Journal of Research in Music Education (JRME) between 2009 and 2024. We analyzed all research articles (N = 359) published in the JRME between Vol. 57, Issue 3 and Vol. 72, Issue 2, collecting information about authorship (number of authors and rank/career status of authors), type of collaboration (independent, collaborative, or interdisciplinary), and whether the article was funded. Consistent with Silverman et al. (2023), we defined independent contributions as those written by a single music education author. Collaborative contributions were those written by two or more music education authors, and interdisciplinary contributions were those written by one or more authors from other disciplines.Results of a linear regression analysis indicated an increasing trend in the number of authors per article between 2009 and 2024 (B = .088, p = .032). The largest proportion of articles were submitted by assistant professors (31.44%), followed by associate professors (24.75%), professors (18.63%), and students (12.52%). Fewer articles were submitted by authors of other ranks/career statuses, such as lecturer/adjunct faculty and preK-12 instructors. Most articles were independent contributions (47.63%), followed by collaborative (36.77%), and interdisciplinary (15.60%). Although few articles received grant funding (14.76%), the largest proportion represented interdisciplinary contributions (41.51% of funded articles). We offer suggestions and policy recommendations about the nature of authorship and potential for increased collaboration and funding within music education research internationally.