This chapter explores how a group of student music teachers in Sweden were exposed to a familiar activity - music education, with an unfamiliar agenda - a different cultural and educational context. During a music pedagogy class, the students watched a 25-minute video of music lesson that took place in a Canadian grade one class with 6-7 year old children. The aspects of the lesson that the student teachers found compelling, included how the teacher structured and carried out the lesson, the student and teacher relationship and the teacher’s choice of lesson content. These aspects of music teachers’ professional knowledge, identified by the student music teachers lead us to consider how a teacher’s social and cultural contexts influence his/her perceptions of what will be counted as logical and satisfactory professional ways of carrying out a music class.