In the field of music teacher preparation, the transition from teacher to teacher educator can be a time of uncertainty and anxiety. Knowing the potential for struggle during formation of a teacher educator identity, we investigated our personal development as music educators at two points: (a) preparing to enter academia and (b) mentoring a future teacher educator. The purpose of this narrative inquiry study was to document the emergent identity of Vanessa, a graduate student transitioning to music teacher educator, working alongside Lisa, a professor transitioning to mentor and advisor. Through storying, we have identified several milestones in Vanessa’s emergent identity as a teacher educator, concerns encountered by Vanessa in teaching her first major music education methods course, and types of interactions that were catalysts to Vanessa’s development as a music teacher educator and Lisa’s development as a mentor.