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Background: Turkey’s relations with other countries have set on a different framework in the recent years. Especially to fulfill the obligations of being an EU member, a lot of work is being carried out in different perspectives. There is effort to build up relationships with EU member countries on many subjects however there still is not enough information on these countries’ education system. In scope of the research, the music teachers who have graduated from Turkish educational institutions have been compared to their European counterparts in terms of their educational status and the results of the research have been noteworthy Propose:To better serve the research purposes, the curriculums ofSalzburg Mozarteum University,Austria andMarmara University,Turkey have been analyzed in terms of a) credit hours, b) course durations, c) course contents. Based on the results, data presentations in tables as well as commentary have been provided from a Comparative Education standpoint. In the subcategories of this research, the following topics have been compared between,AustriaandTurkey: a) Starting and receiving musical education, b) The educational systems of institutions raising music teachers, c) The capabilities of institutions raising music teachers, d) The educational programs of institutions raising music teachers. The research has been conducted based on qualitative research principals while qualitative solution methods have been preferred. Percentage and Frequency evaluations have been performed where necessary. Sources of evidence   Despite all the effort spent by institutions related to the education of teachers, this subject is still very problematic on every level of education inTurkey. Comparing the current education of the teachers coming from Turkish faculties of education and their counterparts in developed European countries is thought to bring out results that will shed light to the solution of existing problems.Main argument          The research made with this idea in mind aims to become a reference to help develop the best and highest quality teacher education programs that are necessary to make music teachers, who have an important role in the education of music in Turkey’s National  Education System, well equipped in their profession and thus help them become qualified educators and start this program during their school years. Conclusions:As a result of this research, valuable information has been gained as differences have been observed between the two countries’ teaching methodologies in terms of credit hours, course durations and course contents. Furthermore, with the current student exchange programs in European countries taken into consideration, the contributions of this research will be better realized. Keywords:

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