This paper reports on an integrated Methods subject/Field experience in which a group of second year Bachelor of Education (Music) students and a group of Diploma in Education (Music) students practised targeted teaching and management skills in a school under the supervision of their Methods lecturer. After planning each lesson, students were interviewed and ask to identify the sources of their planning decisions and the rationale for their planning decisions. Results indicated that the sources of decisions changed throughout the study, although prior pedagogical beliefs remained the same. New pedagogical beliefs and knowledge were generated if the information and strategies advocated in lectures were compatible with previous beliefs or if the information and strategies were successfully used in teaching. Implications for teacher education will be discussed.