Within the subject of music in the Swedish curriculum for mandatory school, Läroplan för grundskolan samt för förskoleklassen och fritidshemmet, there is one goal which focus on the function of music to signify identity and group affiliation. To reach the goal, there should also be a focus on gender and ethnicity, and in the comments published to the curriculum religious affiliation is added. Since these concepts are in focus in the curriculum, they also have to be dealt with in music teacher education. Within music teacher education in Sweden, there have been focus for quite a long time on gender and music. However, focus on ethnicity and music education are now emerging. In this paper, there are some reflections on why, and differences between the concepts when regarding music teacher education. Firstly, there is the access to research about the topics. There have been major studies and dissertations on gender issues connected to music education. There is quite a lot of material on gender and music education, both published research and material based on research published in books. Much of this research is about Swedish, or Nordic, conditions which makes it highly relevant for music education students. So far, there have been few studies on ethnicity and music education. Secondly, the definitions of the concepts are a problem. The concept gender has been problematized more than the concept ethnicity within music education, which make the concept gender easier to work with. Music education perhaps could have use of definitions from other disciplines, however, the concept ethnicity is problematic. Thirdly, there is students’ awareness of and identification with the concepts. Students are very aware of gender issues, they discuss them with ease and have experience of doing so from different perspectives. It can be due to the issues above, that gender has been researched more and that the concept gender has been problematized more in music education. This is of course a problem which can be addressed within education. However, the connection of the concept ethnicity to music education is more problematic than the concept gender and music education. These observations above raise questions for music teacher education. How should music teachers’ education tackle a concept and content which have similarities but is different from another concept which is integrated? These concepts are associated in the curriculum, however, it is not a given how music teacher education should handle the concepts. So far, religious affiliation has not been central, but it is possible that the concept should be added to music teacher education.