It is important for music teachers to reflect on the influence of their role during lessons. However, the roles of teachers, and expectations from both teachers and parents are often unclear, resulting in role confusion on both sides. The purpose of this collective case study is to describe and understand the expectations of both parents and teachers of the teacher’s role in group music lessons for pre-school children in the Klang Valley1of West Malaysia. Two semi-structured interviews were conducted with ten parents and three teachers of three group music classes for pre-school children. This study situates role theory as a conceptual framework to explore the perspectives of parents and teachers on the expected roles of teachers in group music lessons. Five broad categories of themes emerged, namely parent-teacher perspectives on teachers’ roles asmulti-faceted professionals, authorities on music, entrepreneurs, mentors and communicators. A novel finding showed that teachers in We.....

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