Despite numerous available careers and degrees in music, including music education, music performance, and music administration, perspectives of many music educators and students desiring an interdisciplinary music degree program inclusive of music education, music performance, and music administration have yet to be expressed or examined publicly. The notion of 21st-century skills presents a demand for flexibility across most facets of K-12 and higher education. These skills necessitate fluency in problem-solving, critical thinking, and collaboration; thus, music education must move toward more flexible and rigorous preparatory music training programs to remain consistent with current trends. Nonetheless, most undergraduate and graduate degree programs in music education, music performance, and music and fine arts administration exist independently, negating the versatility of music degree-seekers through an interdisciplinary music degree. To that end, the research design examined and expounded upon existing research pertinent to music educators, performers, and administrators, as well as current, past, and prospective music students, regarding career goals, preparation, and outcomes. This research presents a practical design for an interdisciplinary music degree program across music education, performance, and administration. This study applied a hermeneutic phenomenological qualitative approach, which encourages further analysis by other music researchers that can be applied equally to other fields of music, including music technology, music business, and music therapy. Other fine arts areas like dance, theatre, and visual arts may benefit from similar applications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]