Researchers and leaders in music education have called for the inclusion of vernacular musicianship skills, popular music styles, and creative musicking experiences in K-12 classrooms to better connect with the music student's experience outside of school. Despite these recommendations, music teacher education programs have not effectively prepared graduates to implement these types of experiences in their classrooms. As vernacular and creative musicking gain popularity in school music programs, teachers with backgrounds in creative musicking may be uniquely qualified to provide students with these experiences. Although these musicians may be qualified, they are often excluded from the preservice teacher pool as a result of admissions requirements. Therefore, the purpose of this study was to explore how music faculty members perceive vernacular musicianship as it relates to admission to post-secondary music teacher education programs. Using stratified cluster sampling to ensure representation from all NASM regions, I surveyed music faculty members (N = 3,360) teaching at NASM accredited institutions that granted music education bachelor's degrees. A total of n = 208 respondents completed the entire survey. After providing demographic information, respondents described how they valued specific skills common to vernacular musicians such as aural transmission, performing various genres, and creative musicking. The participants also indicated their use of vernacular musicking skills (VMS) in their teaching and whether or not they believed these skills should be assessed in the admission process. Using these dependent variables, I conducted two analyses of variance tests to determine differences between participants within primary teaching areas. While there were no differences between participants' beliefs of VMS in admissions, post hoc testing revealed significant differences in the use of VMS in teaching between music therapy/education and ensemble directors/applied studio instructors. Participant responses also identified access barriers for vernacular musicians: music literacy and playing by ear, ensemble and applied studio requirements, and the market demand for traditional music teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]