The purpose of this study was to determine if preservice music educators specifically develop social intelligence during their student teaching. Sixty-six undergraduate senior music education students were administered the Interpersonal Perception Task–15 immediately prior to and directly after the completion of their 15-week student teaching placements. Additionally, participants were asked to list the top three skills they felt they had developed and/or improved on the most during their student teaching. Results of a Wilcoxon Signed-Rank Test indicated no significant differences between the pre– and post–student teaching Interpersonal Perception Task–15 scores. From a total of 198 comments, 53% of skills developed and/or improved on the most during the student teaching were nonsocial skills and 47% were social skills. Additionally, 48.5% of the responses included Teaching Skills, 33.3% involved Personal Skills, and 18.2% were Musical Skills. Further breakdown of comments revealed the most frequently listed skills were "Classroom management/Discipline," "Lesson planning/Preparation," "Pacing," "Communication," and "Ear training/Listening skills," in that order.