Professional teacher identity is the combination of personal (e.g., beliefs derived from prior experiences) and professional factors that influence each other and are continually being developed (Beijaard & Meijer, 2017). Throughout a teacher preparation program, the identity of a preservice educator continues to develop as new experiences are interpreted in relation to existing knowledge and belief systems. The full-time internship of a preservice music educator in a school, known as student teaching or practicum, is considered the pivotal and, usually, final experience in a preservice teacher preparation program in the United States (Albasheer et al., 2008; Brand, 1982; Clarke et al., 2014). Due to the broad scope of a practitioner’s license issued by a state department of education to cover the entire range of a public school music education, the practicum term might be “split” between two placement sites (e.g., one elementary and one secondary) with two supervising practitioners (i.e., cooperating teachers). While researchers have examined student teachers’ professional teacher identity development (Draves, 2018, 2021; Smagorinsky et al., 2004), these studies took place at one placement site with one supervising practitioner. Examining professional identity development of student teachers in a split practicum might yield additional information regarding the phenomenon and assist music teacher educators with their efforts to best prepare preservice educators for their early careers. Therefore, the purpose of this study was to examine music student teachers’ perceptions of their professional identity development during a split practicum. Research questions were: (a) How do student teachers draw meaning from experiences in a split practicum that were perceived to have influenced the development of their professional identities? (b) What suggestions do participants have for music teacher educators in light of their professional identity development? Data sources included interviews, focus group discussions, journal reflections, seminar assignments, and observational field notes. Factors that influenced professional identity development included scaffolded teaching experiences with PreK-12 students, supervising practitioner interactions and mentoring processes, and interactions with peer student teachers. Suggestions for music teacher education include co-creating a supportive music teacher education program culture that imbues and encourages supportive interactions amongst faculty and students. Additionally, given the mentoring and many interactions that take place between a student teacher and supervising practitioner, the student teacher’s professional identity development should be considered during the supervising practitioner assignment process. Suggestions for future research include examination of role stress (Scheib, 2006) within the applied studio that might influence professional identity development.