BackgroundThe KLANG study is part of the extensive German research project MIKADO MUSIK, which investigates the reasons behind the current shortage of skilled professionals in instrumental, vocal, and elementary music pedagogy in Germany and Austria.AimThis qualitative study focuses on the counselling and admission processes at German universities of music as well as university teachers’ attitudes towards the career field of graduates from pedagogical degree programs. The study is particularly interested in how university teachers advise prospective students and what knowledge and attitudes they bring into these processes, which can serve as a foundation for developing measures to attract a more diverse pedagogical talent pool in the future.Specifically, the study explores:university teachers’ perspectives on pedagogically focused degree programs.how they advise applicants interested in studying music education or teacher training.their assessment of the career prospects for graduates of these programs.MethodGroup discussions were conducted with teachers of the main artistic disciplines, transcribed, and analyzed using the documentary method according to Ralf Bohnsack (2015, 2021).ResultsThe findings indicate that university teachers often perceive substantial differences between their own musical biographies and those of today’s applicants. Diverse criteria are applied when assessing suitability for an artistic-pedagogical degree and how someone is equipped for the challenges of music pedagogy. Additionally, critical views concerning future career prospects and working conditions in the professional field of pedagogical music graduates are frequently expressed. Such perceptions may unintentionally deter new applicants and contribute to the ongoing shortage in the field.ConclusionsUniversity teachers are a key group in understanding the causes and background factors behind the shortage of young talent in instrumental and vocal music teaching. Their advice shapes which applicants feel encouraged or discouraged from applying. As potential "gatekeepers" to artistic or pedagogical music studies, they should be specifically addressed by measures aimed at counteracting this shortage in instrumental, vocal, and elementary music pedagogy. Given that university teachers are both assessors and counsellors, their attitudes directly impact recruitment and diversity in music teaching programs. Therefore it is crucial to consider targeted measures to help open doors for talented prospective instructors from varied backgrounds.