Creating cross-cultural understanding amongst students and incorporating music from various cultures around the world has become essential in the field of music education, but still has a long way to go to become more mainstream. The incorporation of world music in teacher preparation programs and music classrooms varies greatly. While many researchers have studied these elements separately, very little research exists on the connection between the type of music teacher preparation, performance life outside the classroom, and world music experiences a teacher creates in the curriculum. The purpose of this mixed methods study was to examine the relationship between: type of music teacher preparation, performance life outside of school, and world music experiences an individual teacher incorporates into their curriculum. This study used the sequential explanatory design model using a survey instrument (n=11) and participant interviews (n=9). Specifically, participants included secondary general music teachers working in Quaker schools in the United States with at least a bachelor's degree in music education. Quaker educators were included due to the population’s virtual exclusion from all current literature as well as their progressive outlook on education and inclusivity. Findings suggest that Quaker educators overwhelmingly have a desire to teach music from various cultures and utilize it in their classrooms mostly from professional development opportunities, despite their overall lack of training during their undergraduate coursework. While generalizable findings were difficult to explain due to a low number of participants in the survey, the qualitative interview data sheds a unique outlook on Quaker school teacher background and experience with world music. Implications for the field of music education and further research opportunities are also discussed. / Music Education