The study analyses two cases of music teacher training in Valparaiso, Chile, in two institutions of higher education. Based on a content documental analysis, the main curricular and extracurricular components of both programs are described and their constitutive elements are analyzed. Three elements are discussed: the particularities of their training models within the Latin American context, the formative components of their teaching practice (practicum), and the tension arising between their disciplinary and pedagogical content, as well as the way in which each program deals with these challenges. This study discusses the validity of their proposals in light of the common demands from public curricular policy and initial teacher training. The article highlights the need to maintain a balance around the articulation of the disciplinary and pedagogical components of music teacher training.