Over the past two decades, online learning in higher education has grown significantly, including in initial teacher education (ITE) where some institutions now offer fully online methods courses (Dyment & Downing, 2019). Music methods courses, which prepare pre-service teachers (PSTs) to teach in secondary classrooms, face particular challenges in online contexts. While online delivery offers flexibility, it also creates dilemmatic spaces for disciplines like music, where practical, embodied teaching skills are central (Bezemchuk et al., 2023; Cain et al., 2024). Modularisation and reliance on synchronous or asynchronous platforms often restrict opportunities for pre-service teachers (PSTs) to observe and practise pedagogical strategies. This is especially problematic for teaching aural and literacy skills, which extend beyond students’ prior experiences as performing musicians. This project investigated the impact of “how to” skills-based videos designed to model pedagogical approaches that are otherwise difficult to convey in online environments. It addressed two key questions: (1) What is the impact of these resources on PSTs’ overall self-efficacy levels in teaching secondary music during placements in schools? (2) What is the impact of the learning design on student self-reported efficacy to teach aural skills and music literacy? The study involved undergraduate and postgraduate PSTs enrolled in music methods units delivered online. Following a skills audit identifying knowledge gaps, resources were developed to model pedagogical approaches aligned with Australian and state-based curriculum requirements. Data were collected at three points using surveys and semi-structured focus group interviews. Qualitative data were analysed through interpretive coding, and a Mann-Whitney U-Test was used to explore undergraduate/postgraduate variation. Analysis revealed that the resources positively influenced PSTs’ competence, autonomy, and preparedness to teach. Existing research examines online performance skill development for music teachers (Karkina et al., 2023), the learning of music pedagogies (Bezemchuk et al., 2023), attitudes of academic staff to dealing with digital teaching and learning formats in music ITE (Brunner et al., 2022), composition (Biasutti, 2018), collaborative music making, teaching, and learning (Gibson, 2021), and online instrumental music teaching (Ma & Ma, 2023). What remains under-researched is the impact of online learning design on PSTs’ self-efficacy in face-to-face music teaching. In addressing this gap in the literature, this project documents the impact of resources for teaching aural skills and music literacy based on a flipped andragogical approach as developed by the researchers.