The purpose of this study was to investigate the perceptions and experiences that pre-service music teachers have regarding smart education. A questionnaire survey, covering areas including daily usage of smart devices, general smart education, smart education specified in music education, was administered to 144 pre-service music teachers, and its results were as follows. First, the findings showed that smartphones definitely dominated pre-service music teachers possession of smart devices. They implemented smart devices less frequently in classes than in their privatestudy sessions. Second, they considered that smart education in college would help reduce learning- and task-burden, develop problem solving abilities, and overcome limitations of time and space, while they perceived distractions caused by smart devices to be drawbacks. Pre-service teachers perceptions of smart education were generally positive, but their understanding was superficial. They considered the elements of sharing and connection in smart education to be its most positive aspects, and decrease in learner s self-control ability to be a negative aspect. Third, pre-service music teachers were positive about the potential present in the development of music education via the implementation of smart education, but they had few actual experiences. The participants stated that the advantages of smart music education were accessibility and convenience, increase in learners’ interests, active class participation, achievements based on experiencing real sounds, and overcoming the limitation of performance ability. In terms of drawbacks, the artistic quality of music lessons was greatly emphasized. Lack of teaching ability in smart education, student control, and the limited functionality of smart device applications were also mentioned. Implications for reducing the gaps between perceptions an dexperiences regarding smart education in music-teacher education were suggested.