Band directors have a strong sense of the traditions of band when they begin teaching. They learned these traditions as students in band and through music education coursework. They also have unique personal histories that influence the ways in which they perpetuate or alter these traditions. The variety of personal and professional experiences influences their agency. Using strong structuration theory (Stones, 2005) as a theoretical framework, I conducted a collective case study to understand how both life experience and professional preparation can constrain or enable band director agency. Three band directors who taught in the Pacific Northwest region of the United States participated in individual and focus group interviews and completed reflective journals. Results indicated participants faced gatekeeping early in their careers as part of their professional preparation which constrained teacher agency. Additionally, life stage/experience (e.g., age, motherhood, and non-music related experiences) played a role in participants' agency.