This paper explores the perceptions of early-career music teachers regarding the effectiveness of their preservice preparation. Findings suggest that early-career music teachers' perceptions of effective preparation contrast with their experiences in preservice education, and that their perceptions of a practical course are not reflected in the design of courses in Queensland. Whilst early-career teachers recommend a course that focuses on pedagogical content knowledge and skills and professional knowledge and skills, many courses focus predominantly on general education knowledge and skills and music knowledge and skills. Analysis of interviews suggests that a course that integrates these traditionally separate areas of preservice education, as well as contextualising learning in terms of the realistic roles of music teachers, may prepare preservice teachers more effectively for their future roles.