The purpose of this study was to develop a status report on current practices in music teacher education early field experience (EFE) programs in American universities accredited by National Association of Schools of Music. A 58-item questionnaire was completed by 88 selected respondents representing a cross-section of institutions of higher education from 40 states. In addition to the quantifiable data, personal opinions of emerging trends were collected to supplement information, to validate responses from the questionnaire, and to catalogue opinions to support the development of recommendations. The study indicated EFE programs are dissimilar in four major aspects: 1. the length of the amount of hours/ experiences; 2. the number, regularity, depth, and chronological placement of early field experiences; 3. the number of observations for criticism and evaluation made by the college supervisor; 4. the type of experience the student receives. In addition, there are other practices in music EFE programs that have been universally adapted. Among these are: 1. formal written instructions for the cooperating teacher; 2. objectives and evaluative criteria for the EFE.It is clear that the size and location of the university have a decided impact upon the administration and implementation of many aspects of the EFE program. There are several aspects of the programs which display marked national consensus: 1. EFE is a required experience tied to methods courses; 2. cooperating teachers are provided with some form of instruction; 3. excellent cooperation is shown by all those involved with placement of EFE students; 4. the attempt to diversify EFE experiences is difficult for schools in remote, sparsely populated areas; 5. observations and other on-site experiences are scheduled in a variety of settings, levels, and with several teachers; 6. observations and evaluations of EFE are completed by music professors; 7. observations are at least one period in length, include a discussion with the EFE student; 8. EFE evaluation is a joint effort of the cooperating teacher and the college supervisor; 9. general musicianship, aural perceptivity, and skill at classroom management are the most desirable attributes to be developed in a successful EFE.