Language used in job postings can reproduce the existing labor force when hiring new faculty, thus excluding applicants from marginalized populations (Hu et al., 2024). Music teachers and music teacher educators (MTE) in the US are primarily White and economically privileged (e.g. Brewer & Rickels, 2012; DeAngelis, 2022). As the profession seeks to diversify, a better understanding of how job postings state the expectations of candidates for MTE positions may illuminate potential access barriers. The purpose of this content analysis was to examine the roles and qualification expectations in music teacher education job announcements. Specific research questions were (a) What education level and experience are required in higher education job announcements in music education? (b) What music teacher education roles are described in higher education job announcements in music education? and (c) What competencies are described in higher education job announcements in music education? We analyzed music education job announcements from the College Music Society’s Music Vacancy List (2011-2023) using a codebook developed through iterative processes of group and independent coding, examining interrater reliability, and discussion. We found that 60% of MTE jobs were tenure-track, 20% non-tenure-track, and 19% had unspecified tenure-track status. Seventy-seven percent of postings required P-12 teaching experience; 27% of positions required collegiate experience and 32% preferred it (59% total). A doctorate was required in 57% of postings, with 32% specifying it must be in music education. Additional findings include specialties, qualifications, skills, and expertise. Most jobs required or preferred collegiate experience, implying that competitive applicants must have served as graduate assistants. This presents two access issues: (a) individuals must put their professional lives on hold to serve as graduate assistants, and (b) they earn dramatically lower compensation than in full-time teaching roles. MTEs should clearly communicate the realities of the academic job market and explore ways to support non-traditional students in gaining college-level teaching experience, such as adjunct positions. Nearly 20% of listings did not specify tenure-track status, and many were vague about requirements like K-12 teaching experience or job responsibilities. Lack of clarity and consistency in the language leads applicants to invest time and resources applying for positions that may not be suitable for them. Current findings were consistent with Sims et al. (2010), who also found little change from job postings since the 1970s. Expectations for teaching in academia have remained largely unchanged, thus possibly thwarting efforts to improve access to qualified educators.