In this study, we employ a participatory action research framework to investigate how preservice music teachers can take part in developing their own education. The main focus is on how two music teacher educators at two institutions in Norway work to create a space for student voice and participation. The study's data are analysed and presented through a combination of self-study methodology and narrative analysis conducted by two of the authors, followed by reflections by the two other authors. In these analytical steps, we identify four teacher roles in the form of metaphors: 'the impatient manager', 'the conflicted gatekeeper', 'the balancing artist' and 'the reluctant host'. These roles are further discussed in light of theoretical perspectives on student voice and participation. The results reveal challenges in the use of participatory action research and in making changes to music teacher education.