Music teacher education aims to prepare students for the professional role of a music teacher. In our independent study, we examine what characterizes music teacher students' discussions about how the subject teacher program prepares them for the music teaching profession. We have identified four discourses that permeate the discussions of music teacher students about music teacher education: the discourse on academia, the discourse on practice and practical work, the discourse on the breadth of the music teaching profession, and the discourse on the breadth of the music educational program. Our data collection method involved conducting focus group discussions with music teacher students. Our thesis is based on a social constructionist foundation with discursive psychology as the theoretical framework, where we have analyzed the creative and functional aspects of language. Our results show that there is a discursive perception that the education is too academic and our informants call for a more practice-oriented education. Furthermore, it emerges that the breadth of the education causes students to feel that they do not have the opportunity for in-depth knowledge. A discursive perception of the music teaching profession is that the profession is too broad for the education to fully prepare students.