This paper examines some of the issues of identity in relation to music teachers in Australia, questioning and examining desirable qualities of music teachers. In so doing, it investigates the models of Hargreaves and Marshall (2003) and Harrison (2003c) in seeking to determine from teachers, students and other stakeholders those attributes considered significant for teachers to possess and develop. While Hargreaves' model looks at teachers in the United Kingdom, this paper applies these principles to the Australian setting. Harrison's research focussed on singing teachers and provides some insights for applications in broader music education settings. These two viewpoints and frameworks will be drawn together, along with more recent research and anecdotal accounts of teacher education to give practical examples for pre-service teachers and existing practitioners. In specific terms, it studies the nexus between teaching, personal and musical skills with a view to creating a balance in the provision of teacher education and professional development situations