In music education professional associations (MEPAs), volunteer member-leaders collaborate to guide music education and provide services such as professional development. Recently, we observed some MEPAs creating diversity, equity, and inclusion (DEI) initiatives, positions, or committees. The purpose of this survey study was to examine the characteristics and formative experiences of the people leading these efforts. Survey participants (n = 62) were representative of the music educator profession in terms of gender. Regarding other characteristics, respondents were older, more educated, and more racially diverse than music educators as a group. Respondents were nearly all practicing music educators who taught a variety of content areas in PK-16 settings. Most did not feel prepared to lead DEI initiatives. While few respondents described their undergraduate education as relevant to DEI leadership, some named graduate education as an important formative experience. Respondents described life experiences as catalysts and preparation for leadership and indicated they taught themselves about DEI through reading, social media, and attending optional professional development. We discuss how these findings illustrate a leadership conundrum and exemplify structural issues in MEPA DEI action. We conclude with implications for teacher education and professional development.