This paper presents the concluding findings of Work Package 7 from the Erasmus+ TEAM (Teacher Education Academy for Music: Future-Making, Mobility and Networking in Europe) project (2023-2026). Drawing on 24 national reports, this study offers a systematic, comparative overview of music teacher training across Europe. It highlights structural challenges and identifies emerging solutions that foster cross-border collaboration and work towards unity in music education.The methodological framework was built upon prior initiatives, such as the meNet project, by extending and updating its comparative approach. The TEAM consortium developed six analytical pillars with guiding questions, which were refined through cycles of consultation and feedback. European Association for Music in Schools National Coordinators and TEAM’s associate partners compiled reports between February 2024 and spring 2025. Employing ATLAS.ti software, challenges and exemplary practices were independently coded by two researchers and subsequently validated through group discussions. This thematic analysis yielded 56 codes, over 100 excerpts, frequency reports, visual maps, and illustrative quotations, establishing a robust evidence base for comparison.Focusing on two of the six pillars, this presentation discusses prevalent challenges and innovative practices identified across participating countries. Key challenges include limited curricular time for music, reliance on generalist teachers lacking specialized training, and the ongoing marginalization of music within educational systems. Further issues encompass qualified teacher shortages, declining enrollment in teacher training programs, inconsistent educational quality, inadequate didactic resources, underutilized technology, and perceived conflicts between musical and pedagogical training in initial teacher education. The reports also reveal various innovative practices, such as the redesign of initial teacher education programs to cultivate a comprehensive range of artistic, practical, theoretical, scientific, didactic, and pedagogical skills. These redesigned programs aim to equip teachers to facilitate collaborative and inclusive music-making and support students' diverse musical identities. Additionally, emphasis is placed on ongoing professional development that connects theory with classroom practice, promotes culturally responsive and community-based pedagogies, and enhances teachers’ ability to integrate digital technologies for diverse learners.In sum, these results underscore the imperative for comprehensive yet flexible approaches to music teacher education. By identifying both systemic barriers and effective bridge-building practices, the TEAM project contributes an evidence-informed roadmap for advancing inclusive and high-quality music teacher education throughout Europe.