Music education majors face demanding workloads that include coursework, ensemble participation, practice, fieldwork, and non-degree obligations such as part-time jobs that contribute to stress, anxiety, depression, and burnout. Payne et al. (2020) reported that music education majors typically enroll in 16.5 credit hours per semester while balancing extensive practice, ensemble, and other performance-related commitments, which may or may not be credited. Marcetti (2021) indicated that uncredited learning experiences exacerbate stress, underscoring the need for reform. Research shows that credit hour overload significantly contributes to student distress. Johnson et al. (2012) found that U.S. music education programs average 129.7 credit hours, often exceeding 150, which can delay graduation and increase financial strain. Although universities aim to reduce the number of credits to 120, cuts often disproportionately affect music education courses (Author et al., 2023). This workload imbalance can reduce motivation and resilience, necessitating further investigation into its effects on mental health. The research questions guiding this study include:1. What comprises the workload of music education majors, including both credited and hidden hours?2. How do students perceive the impact of workload on their well-being?3. How do credit hours and course structure impact student wellness?MethodRespondentsUndergraduate music education students from NASM-accredited institutions (N = 531) participated in the study. The target population excluded those in student teaching. Coordinators distributed the survey via email, sending reminders over a four-week period.MaterialsThe IRB-approved Qualtrics survey assessed perceptions of workload and mental health. It included yes/no, multiple-choice, Likert-type, and open-ended items, and invited students to upload weekly schedules. We piloted the survey with students outside the sample (Jääskeläinen & López-Íñiguez, 2022) and revised wording and format based on feedback. A question on external stressors was added.Data AnalysisContent analysis of schedules assessed time allocation across academic, professional, and personal activities. Descriptive statistics summarized closed-response data; open-ended responses were analyzed using axial coding to identify themes.Suggested FindingsThis study is expected to yield data that can inform curricular and program revisions, highlight wellness as a priority in policy and curriculum development, and support advocacy for balanced academic rigor that promotes student success.ConclusionUnderstanding the link between workload and mental health is vital for developing resilient music educators. High credit hours and uncredited commitments increase stress and burnout. This study aims to identify stressors and systemic barriers to inform evidence-based recommendations for more supportive program structures.