In music teacher education and professional learning, scholars have emphasized the importance of helping P-12 students make sense and meaning of their own musical experiences (Bowman, 2004; Elliott & Silverman, 2015; Regelski, 2016; Reybrouck, 2020; Silverman, 2020). However, less attention has been given to how teachers themselves engage in sensemaking and meaning-making as part of their own professional development. This study explores how preservice and practicing music teachers interpret and construct meaning from their formal and informal learning experiences, and how these processes shape their curricular, pedagogical, and personal understandings of teaching.Grounded in teacher development literature and critical pedagogy (Fuller & Bown, 1975; Conway & Clark, 2003; Abrahams, 2006), the study views teacher growth as a dynamic process involving reflection, aspiration, and personal belief. Sensemaking theory provides a framework for examining how teachers integrate new knowledge with prior experience, while 4E Cognition Science (Rowlands, 2010; Silverman, 2020) situates learning as embodied, embedded, enacted, and extended. Together, these perspectives position teacher learning as an active, contextual, and meaning-rich process.The purpose of this research is to examine the role of sensemaking and meaning-making in preservice and in-service P-12 music teachers’ development. Specifically:How do music teachers describe sensemaking or meaning-making experiences in their professional learning?What moments do they identify as pivotal to their development and growth as a music teacher?To what extent do these experiences reinforce or reshape existing beliefs and practices?Participants include two groups: (1) preservice teachers enrolled in U.S. university music education programs and (2) practicing P-12 public school music teachers. Approximately 5-10 participants will be recruited from each group. Focus group interviews will provide initial insights into collective experiences and inform a subsequent one-on-one interview protocol. Thematic analysis will identify patterns in how teachers construct meaning and exercise agency through their learning.Findings from this study may inform curriculum design and instructional practice in higher education and continuing professional development for music teachers. This study is in progress and findings will be presented at the conference.