Multiple Canadian researchers have identified significant barriers in Initial Teacher Education (ITE) in Music for both specialist and non-specialist preservice teachers, including gaps in content knowledge; lack of teaching skills, training, and observation; insufficient time; lack of confidence; and limited access to professional development (Author 2 & Co-Author, 2023, 2024; Berg, 2024; Co-Author & Author 2, 2020; Dolloff, 2020; Laidlaw, 2022; McArton, 2021; MacAfee & Comeau, 2023; Pollock & Mindzak, 2015). ITE in Ontario is a professional program required for teacher certification. Preservice teachers enroll in one of three streams: the Primary/Junior stream prepares “non-specialist” preservice teachers to teach kindergarten to grade 6, responsible for teaching some or all subjects to elementary grade levels; the Junior/Intermediate stream prepares preservice teachers to teach grades 4-10, with one subject as a “specialist”; and the Intermediate/Senior stream prepares preservice teachers to teach grades 7-12, with two subjects as a “specialist.” At the Faculty of Education, [Institution], all non-specialist preservice teachers must take one 18-hour Music course to prepare them for teaching Music, regardless of their background or inclination. Specialist preservice teachers in Music, who already have advanced background (e.g., undergraduate degree), must take two 36-hour classes to prepare them to be Music teachers. While much scholarship has explored music teacher education, few studies examine specialist and non-specialist preservice teachers engaged in music learning together (e.g., Barrett & Zhukov, 2024; Barrett, Zhukov, & Welch, 2019; Partington, 2017; 2018). In this research we explore the Music Vlog Project (MVP), a reciprocal music learning assignment between specialist and non-specialist preservice teachers in their respective Music courses. Hour-long semi-structured focus groups with specialist and non-specialist preservice teachers took place in 2025 and 2026. Data from focus groups were analyzed using deductive thematic coding. Preliminary data reveal that the MVP contributes to a Community of Practice (CoP) (Lave & Wenger, 1991) and to burgeoning professional identity development as “good teachers.” CoP situates learning as social participation and can be understood by the interaction of three criteria: community, shared domain of knowledge, and practice (Lave & Wenger, 1991). Data also reveal power hierarchies between specialists and non-specialists, and that the MVP may exacerbate existing challenges of teacher confidence. Understanding of how a CoP can encourage the learning and professional identity development of preservice teachers is significant to the development of pedagogical approaches in teacher education in Music, to support both specialist and non-specialist preservice teachers. [396 words]