The purpose of our mixed-methods study was to examine the motivations and obstacles associated with curricular revisions in music education degree programs. During Phase I, we surveyed a nationwide sample (N = 533) of music education program coordinators. Participants who had engaged in the curriculum revision process within the previous decade were asked to report the extent of the curricular change implemented, the relative importance of several factors driving the decision to revise curricula, and the primary goals, impact, and barriers/challenges faced during the curricular change process. In Phase II, we interviewed volunteers (n = 8) from Phase I to provide further insight regarding the revision process. Primary factors affecting the process of curricular change included the influence of accrediting bodies and the relationship between the music education area and the education program. Motivations for pursuing curricular revisions included changing content requirements for the degree program and priorities and desires of music education faculty. Music education faculty members who view these revisions as positive and important steps toward providing students with better and more relevant degree programs may be provided a deeper understanding of how to better navigate the revision process and develop more effective curricula overall.