The Inquiry into the Extent, Benefits and Potential of Music Education in Victorian Schools (Parliament of Victoria Education Committee, 2013) has once again highlighted that further support from the university sector is needed in order to improve the quality of music education in primary schools. The report calls for "a greater focus on teacher education and training…to address the capacity of primary schools to deliver a quality music education in primary schools" (p. xviii) and "more options for pre-service teachers to study music education while at university, as well as in their early years of teaching and providing increased access to professional learning and support for all primary classroom teachers" (p. xix). There are two important assumptions in these recommendations; that quality teacher education in music leads to improved quality in the primary music classroom, and that in order for teacher education to be effective, it needs to begin at the preservice stage, continue through the graduate level, and be made available throughout the career of the teacher. We are involved in a graduate preservice teacher education in a university setting and in this paper we describe a strategy for providing additional preservice primary teacher education in music that has been developed and implemented over the last two years. Given the constraints of the "crowded curriculum" in teacher education, this approach may be a start to addressing some of the recommendations put forward by the Parliament of Victoria's Education Committee, and encourage our graduates to continue the collaborative approach to music and arts outlined below once they are in schools.