At present, the idea of teacher professional development is widely highlighted in education. The present qualitative study examines whether coteaching in collaboration between music lecturers at two universities could enable their professional development and improve student learning. Our study consisted of piano courses in two independent primary school teacher education programs. In this conceptual work, it appears that the definitions of coteaching also allow a distant collaborative professional development of the two music lecturers. The main challenges were identified as access to a shared physical space and a common group of students, which could be diminished using digitalization.