Despite the documented growth of music administration programs at the collegiate level and growing numbers of careers in music administration, traditional K–12 music education lacks the integration of this topic in its curriculum. This leaves students to discover it during their collegiate studies, if ever. The purpose of this study was to survey Pennsylvania secondary music teachers (PASMTs) and determine their attitudes and perceptions about teaching music administration as part of their existing music curriculum. Research questions pertained to PASMTs’ music administration experiences, attitudes toward teaching music administration topics, comfort level teaching music administration topics, and perceived importance of music administration topics in relation to other subjects in secondary music teaching. Key findings included PASMTs not being comfortable as the sole teacher of music administration topics, believing music administration topics could improve music student success, and valuing traditional music topics over music administration topics in their secondary music classes.
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