Teacher collaboration has been recognised as one of the most influential factors positively affecting school teaching practice. To add to the literature in this area, I investigated a collaborative community of Korean preservice music teachers. The results showed that the collaborative community was a place where these preservice music teachers were able to share their thoughts about their passion for music teaching and various philosophical issues closely related to the role of music in public education. In addition, the collaborative community played a role in helping preservice music teachers focus on the level of students’ current knowledge and understand the importance of instructional pacing. Finally, music student teachers freely and frequently expressed their worries and frustration about student teaching and gained emotional support from their peers.
