The purpose of this study was to examine effects of teacher role development training on undergraduate music education majors’ teaching effectiveness, attributions for success and failure in music teaching, and confidence to continue pursuing a music teaching career. Participants (N = 18) included students who had received teacher role development training (n = 9) and students who had not received such training (n = 9). Participants completed the Concerns, Attributions, and Confidence Measure. Participants’ teaching effectiveness was determined using the Survey of Teaching Effectiveness. No significant differences were found between the two groups for any dependent variables; however, main effect differences were found among levels of concerns and among areas of attribution for success or failure in teaching.