Teachers who graduate from the music education department of a university of education will be, for the most part, involved in instruction of the same subject in elementary school. Therefore, a common ground must be established between all universities of education in their subjects of concentration. The purpose of this study is to compare and analyze the subjects of concentrations in the music departments of each and every university of education, and to formulates a proposal from these results. This will hopefully set a foundation for an improvement in subjects of concentration in the music education department. In order to create such a proposal, we compared existing subjects of concentration from 11 universities. In the process, each subject was put into two major categories, 'pedagogical content knowledge' and 'content knowledge of subject'. Constant discussion and agreement is necessary for the organization of subjects of concentration, and to aid the process, several fundamental rules were taken into account. First, everything possible was done to fully reflect upon subjects currently taught at every university of education. Second, areas necessary for music education were taken into account in a balanced way. Third, the subjects of concentration were based around universal knowledge, rather than the nonessentials. Fourth, Korean music was given 래 necessary attention. Last but not least, all grading systems were adjusted to a general system used currently. Based on these fundamental rules, the authors have presented a proposal for subjects of concentration. There is no doubt that subjects of concentration in music education departments are taught with in various differences at every university. This is because every university of education operates its music education department individually, and professors feel that there is no problem with it. However, no matter which university of education from which they graduated, all teachers with a music education concentration must be trained to teach music at elementary schools. If they ultimately have to teach the same subject, then it is only too obvious that universities must prepare them for it in the same manner. It is, in the author's opinion, a part of a university's accountability. It is true that all universities of education have different professors, and that the curriculum has differences as well. However, it cannot be denied that in the future, some standardization of the subjects of concentration must exist between all universities of education. Therefore, active discussion between professors in music education departments of universities is necessary. It is the author' s hope that this proposal will be the basis for such discussion, and that it will lead to an agreement between all universities of education.