Music Literacy is a term that encompasses a complex set of skills and competencies that render a musician independent. For decades, scholars and practitioners alike have worked to define the term, yet a universal definition has not been established. Historically, the term has become synonymous with the ability to read and write standard music notation, and as a result, music literacy instruction is often focused on the associated reading-based skills and competencies. However, researchers have called for an expanded definition of music literacy (Thomas, 1970; Broomhead, 2018; May et. al 2020) that would extend beyond the traditional definition and include other skills and competencies beyond reading and writing standard notation including, but not limited to, a musician’s understanding and application of a variety of musical genres and styles, proficiency on an instrument(s), technological competencies, aural competencies, and social interactions inherent to the process of making music. Modern Band is rapidly taking hold in schools in the United States (Powell, 2022), coinciding with the expansion of popular music education globally (Smith et al., 2017). These ensembles present a learning context that is vastly different from the context of traditional band, choir, and orchestral ensembles. Although the US-based National Core Art Standards (2014) developed in conjunction by the National Association for Music Education (NAfME) and the National Coalition for Core Arts Standards (NCCAS) aim to guide literacy instruction in the United States, skills and competencies that extend beyond reading and writing from standard music staff notation are vaguely defined. Given the unique nature of modern band ensembles, it is timely to explore the skills and competencies that aid in the development of music literacy in popular music education contexts. The purpose of this qualitative study is to explore the skills and competencies that modern band educators consider to be crucial to a student’s music literacy development. Participants included current modern band teachers who are actively engaged with popular music education. Data were collected through a semi-structured interview and coded using inductive coding techniques. Implications of this research include an expanded understanding of, and more inclusive definitions of, music literacy and the skills and competencies needed to authentically participate in modern band spaces. Additionally, this session will discuss implications for music teacher education programs in the United States and around the world.