Research shows the importance of authentic conducting experiences (ACEs) in supporting preservice music teacher development. Legette and McCord (2014) found that preservice educators valued pedagogical theory but found a need for more preparation in classroom management, linking coursework to practice, and developing practical teaching strategies. Multiple studies have found that conducting courses focus primarily on conducting technique, this in turn leaves preservice music teachers underprepared regarding live-ensemble leadership. (Hart, 2018; Grey, 2022). First year teachers also reported that authentic experiences such as student teaching, ensembles, and applied lessons were the most valuable aspects of their training, while general education coursework was perceived as less relevant (Ballantyne & Packer, 2004; Groulx, 2015). Additional research supports the role of peer and field teaching, rehearsal planning, and structured reflection in strengthening pedagogical content knowledge and building confidence (Powell, 2014; Barclift & MacLeod, 2024). The purpose of this study is to examine the impact of authentic conducting and rehearsing experiences, in-school placements, state music education curriculum on the skill sets, and pedagogical content skill knowledge of preservice music teachers. The research questions are: What is the impact of ACEs on the development of PCSK in pre-service music teachers? What is the effectiveness of in-school placements in relation to ACEs? How do field placements, teacher education curriculum, and ACEs prepare pre-service music teachers? This research study employed a mixed method two part design. The quantitative part is a survey modified from Hart’s study (2018). Survey was sent to music teachers and college music education juniors and seniors. Information such as participants’ backgrounds, views of self (regarding music teaching), impact or effectiveness of ACEs, and curriculum effect on ACEs.) was collected. The qualitative part of this study involved data of self-reflections and judges’ evaluation of the two student conductors. The two senior music education students rehearsed and conducted a performance of a major choral and orchestral work during fall 2025. Each student was assigned to two judges (a total of four). The judges filled out evaluation forms after watching videos of the rehearsals. Each student conductors also filled out a self-reflection form after each of these rehearsals. The evaluation forms and self-reflections provided information for conductor’s development over time. Results from the survey and reflections from the judges and conductors were analyzed. This study concludes with results and discussion of the above findings about ACEs on the development of PCSK in pre-service music teachers.