This text investigates the professional identity conflict experienced by novice music educators as they navigate the transition from student to dual-role practitioner. Birch P. Browning utilizes his background in music education to provide a framework that reconciles the often-competing demands of being a skilled musician and an effective classroom teacher. The book challenges readers to re-evaluate their preconceived notions regarding these roles to foster a more integrated professional identity.

Educators and music department faculty frequently cite this text as a foundational resource for undergraduate music education curricula. The prose is noted for its academic rigor and its specific focus on the psychological and professional development of new teachers.