Piano teachers were asked to rate various piano pedagogy course topics as they related to relevance to participants' careers and importance to the preparation of new teachers. Data were obtained through a questionnaire that was mailed to 1200 members of the Music Teachers National Association who identified themselves as piano teachers. The questionnaire sought information on participants' teaching careers, personal information, college/university piano pedagogy coursework, and attitudes toward piano pedagogy course topics. Five hundred ninety-eight valid responses (49.83%) were used in analysis of the data.

Recommendations are presented in several areas for piano pedagogy courses and professional music teacher organizations. Suggestions for further research included: (1) recent pedagogy graduates' perceptions of the quality of their preparation to teach, (2) established teachers' attitudes on what topics of piano pedagogy they would like to learn more about, (3) workshop and conference session offerings by professional music teacher organizations, (4) uses of technology by independent piano teachers, (5) strategies for group teaching that piano teachers use in home studios, (6) development of a comprehensive course and/or textbook on business practices for independent piano teachers, and (7) origins and development of piano pedagogy programs in the U.S.A.

The typical piano teacher participating in this study was a woman above the age of 45 with a bachelor's degree in performance or music education, with piano as her primary instrument. Most teachers instructed elementary and intermediate students from ages 7 to 18 in private lessons in a home studio. Over 70% of teachers also taught advanced students and adult-hobby students, and over 60% taught pre-school students. Results indicated that piano teachers find piano pedagogy courses important for teacher preparation. Teaching and observation experiences are valuable, and while not all pedagogy course topics are relevant to participants' careers, most are important for the preparation of new teachers.