The purpose of this case study (Yin, 2018) was to investigate the career transitions of two music educators who shifted from teaching high school choir to elementary general music. The study was guided by a conceptual framework combining the Status Hierarchy Theory (Ridgeway, 2014) and Bourdieu's (1984) Cultural Capital Theory to highlight how professional hierarchies are established and maintained within music education. Teachers who lead a secondary ensemble usually occupy a privileged status within music education accrued through public performance, competitions, and community recognition. In contrast, elementary general music is often undervalued because the student learning outcomes are usually less visible than that of secondary ensembles. This study situated participant narratives within these frameworks to allow for critical reflection of how hierarchy shapes teacher identity and perceptions of worth within music education. Data sources included semi-structured interviews, reflective writing prompts, and focus group interviews. I used a combination of open coding, In Vivo coding, and descriptive Coding throughout the data analysis process (Saldaña, 2013). Emergent themes include career motivation, identity negotiation, and perceptions of hierarchy within music education. Implications for teacher education, supporting music educators across all levels, and support for music educators experiencing career transitions are provided within the paper.