In 2014, the College Music Society called for transforming the music major curriculum to better prepare graduates with both foundational and flexible knowledge, including the ability to navigate interdisciplinary contexts, emerging technologies, and diverse communities (Campbell, Myers, & Sarath, 2014). A decade later, UNESCO’s 2024 Framework for Culture and Arts Education amplifies these imperatives, positioning arts education as a lever for access, equity, inclusion, sustainability, and global citizenship (UNESCO, 2024).Extending beyond educational frameworks, recent scholarship highlights the role of the arts in supporting health and wellbeing. The World Health Organization’s global scoping review synthesized over 3000 studies, demonstrating the significant contributions of the arts to health, social cohesion, and lifelong learning (Fancourt & Finn, 2019). Aligned with this work, the Jameel Arts & Health Lab seeks to leverage rigorous research and integrate the arts into equitable systems of care (Sajnani & Fietje, 2023). Together, these initiatives underscore the need for music educators to serve as cultural leaders, advancing the United Nations’ 2030 agenda goals of quality education, well-being, and sustainable communities (United Nations, 2015).This paper reports on the re-envisioning of a music education program at a large urban university in the United States, a process designed to address new demands on music educators across educational, cultural, and health sectors and to respond to both global frameworks and local needs. Using a qualitative, research-informed approach, the project drew on institutional documents, unstructured interviews with diverse stakeholders, and a comparative analysis of national and international music teacher education models. This methodological approach frames curriculum revision not merely as administrative work, but as a form of inquiry that generates knowledge relevant to both local contexts and international debates in music education.Thematic analysis identified gaps, strengths, and opportunities for renewal. Preliminary findings revealed four priority areas : (1) embedding culturally responsive-sustaining pedagogy across the program; (2) integrating digital pedagogy and technological fluency as core competencies; (3) recalibrating the balance between musicianship development and pedagogical preparation; and (4) developing multiple pathways—including certification, community engagement, and music entrepreneurship/technology—that broaden access and reflect diverse professional trajectories.By situating curriculum reform at the intersection of global frameworks (e.g., UNESCO, WHO) and local priorities, this study envisions music educators as visionary artist-educators prepared to lead as changemakers in schools, advance community well-being, and respond to the evolving demands of arts education, culture, and health across local and global contexts.