Music, philosophy, and English each brings a necessary perspective to my development as a future music educator. Music is the study of the structures, performance practices, and cultural meanings of sound and therefore provides the theoretical, technical, and creative basis necessary to teach; scholars such as Nicholas Cook and Christopher Small stress that music is not solely an art, but a social and relational practice. Philosophy fortifies the analytical and ethical dimensions in my education through the teaching of critical thought, assumption questioning, and reflection upon deeper purposes for teaching-informed thinkers such as Bertrand Russell and Simon Blackburn emphasize clarity, reasoning, and intellectual openness. English, through its engagement with language, literature, and communication, enhances my skills in interpreting meaning, clearly stating ideas, and connecting with a variety of learners, following insights from thinkers such as Terry Eagleton and Jonathan Culler on the ways in which texts shape understanding and identity. While there are specific limitations to each discipline, such as the problem of subjectivity in English, the issue of abstraction in philosophy, or the cultural biases in music theory, their respective strengths combine to give me a rich skill set that fuses creativity, critical inquiry, and effective communication. These disciplines put together provide the foundation for my interdisciplinary approach to music education.