This article explores gender dynamics in popular music education, focusing on the perspectives of modern band teachers across the United States. Drawing from existing literature and a survey of 390 modern band educators, the study examines the extent to which modern band teachers perceive their own gender identities influence student participation and enrollment in elective modern band classes. While the majority of respondents believed their gender does not significantly impact enrollment, female teachers were more likely to indicate that they felt that their gender had an impact on student enrollment compared to their male counterparts. Additionally, the study uncovers challenges female teachers face in proving their competency on traditionally male-dominated instruments. The study highlights the need for further research and emphasizes the importance of accessible student-level demographic data to better understand the impact of gender on music education. The findings of this paper offer insight into the nuanced intersections of gender, identity, and participation in popular music ensembles.