The National Association of Schools of Music (NASM), the accrediting body for music institutions in the United States, requires its member institutions to provide piano education for all music degrees such that non-pianists demonstrate proficiency with these skills. However, as with most accreditation standards, specific curricular objectives, content and implementation are left to individual institutions. Piano proficiency curricula differ somewhat in structure and implementation across various institutions. However, piano curricula tend to share commonalities (Morrison, 2024), including the performance of repertoire and demonstration of functional skills such as scales or other technical studies, sight-reading, harmonization, transposition, and improvisation (Young, 2016, Fisher 2010). Piano proficiency is typically developed through class instruction. These courses are typically embedded in undergraduate music degree requirements, ranging from two to six semesters (Pike, 2017). While functional piano skills tend to remain relatively immutable over time, specific applications of piano skillsets within professional music settings are evolving in response to emerging technologies and changing job conditions within music professions. This study used a mixed methods design to examine how piano skillsets developed within undergraduate degree programs transfer to professional music settings. Participants consisted of alumni from a large school of music in the midwestern United States. Results suggest ways in which educators may reshape undergraduate piano education curricula, instructional materials, and piano proficiency examination requirements to better reflect piano skills encountered in real-world, professional music settings. As more professional musicians develop portfolio careers, continued assessments of transferability of skillsets explicitly developed as part of professional training will continue to yield insights as to best practice for curricula design and implementation.