Musikdidaktik is a central part of music teacher education and addresses the practical, theoretical and philosophical perspectives that inform music teaching and learning. Its roots are in the classical idea of didactics set out by Rathke and Comenius, and it has been applied to teacher education since it concerns teaching and learning in organized settings, such as schools.In one of the part-projects included in the overarching MUPP-study (Brøske Danielsen & Johansen, ed. 2012), music teacher educators, practicum supervisors, and student music teachers from the Nordic countries were interviewed about educational quality in Musikdidaktik. Specifically, the interviews addressed le¬arning, identity, and choice of content. The interview material were analysed from different perspectives, and different theoretical angels, which three chapters of Educating Music Teachers in the New Millennium (ibid.) written by Ferm Thorgersen and Johansen illustrate. The perceptions of quality among the different groups of agents have been investigated, as well as the relations between the subject musikdidaktik and the practicum field. In my contribution to the symposium I will slightly present the answers to the following questions: When, where and how does holistic quality learning of Musikdidaktik take place?; What constitute the enabling and disabling factors in student music teachers’ learning trajectories between communities of practice within the institution and in the remote practicum?; What function, task, and aim of practicum supervising in music teacher education becomes visible through supervisors’ perceptions and experiences as related to teaching and learning quality? Summing up I will draw some lines from the general answers, mainly concerning reflective profession-directed learning within and between relational and communicative arenas, and indicate some future challenges for music teacher education.