This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educação, Ciência e Tecnologia (IF), in Northeast Brazil, including Music Education students and selected staff. The pedagogical intervention was carried out by in-class activities based on five suggested problems. The interpretation of the data indicates that PBL can enrich the education process of the music teacher by bringing the formative stage closer to the practical world, through problems that present real-life situations in teaching elementary, middle, and high school levels. The effectiveness of its implementation depends on institutional, curricular, and cultural factors as well as the knowledge of PBL frameworks. PBL's dynamics reconfigures the teacher/student relationship, promotes the development of learning autonomy and the recognition of a music teacher identity. It also fosters group-work skills that stimulate cooperation and mutual analysis, in addition to encouraging reflective professional practices.