The Philippines is undergoing a major educational crisis. The Education Commission II (EDCOM II) declared in its initial report that there is a failed system of Philippine education. The Education Commission II findings reveal that 62 percent of high school teachers are assigned to teach subjects they did not major in during college. This shows a significant mismatch in teacher preparation, deployment, and professional growth. In Philippine music education specifically, many teachers experience inadequate preparation that result in a lack of confidence, formal music skills, and hands-on musical experience. Examining the professional development of music teachers is therefore imperative in shaping the future trajectory of music education. Employing a mixed-methods design, this study aims to (1) identify music teachers’ preferences regarding professional development, including format and content;(2) assess the extent of music teachers' participation in professional development, focusing on the factors that drive teachers to engage types of programs available; (3) distinguish the barriers that music teachers face when engaging in professional development opportunities; and (4) determine the impact of professional development on the music teachers’ teaching practices, student learning outcomes, and overall satisfaction. Initial findings from the Focus Group Discussion reveal significant regional disparities in access, heavy reliance on self-funded opportunities, and strong demand for music-specific topics such as conducting, instructional technology, and the preservation of traditional Filipino music. These results reinforce EDCOM II’s concerns on teacher mismatch and highlight the need for targeted, well-supported professional development.Keywords: music education, professional development, professional knowledge