Teacher Professional Development (TPD) is key to ensuring educational success, but educational policies do not always promote holistic and high-quality training models that meet teachers’ needs. The aim of this research is to identify the needs that in-service Spanish music teachers detect in relation to their Teacher Professional Development, reflecting on whether educational policies take these needs into account. A qualitative methodology is used, based on documentary analysis and semi-structured interviews with 24 primary and secondary music teachers. Four categories of analysis are established: 1) initial training; 2) professional experience; 3) development of in-service training; 4) functioning of training Centers. Data analysis is carried out using the Atlas.Ti software. Five challenges are identified for a better articulation between educational policies and the needs of music teachers: 1) transforming the recognition system and the provisions related to in-service training; 2) offering different models of DPD; 3) stimulating the development of teacher networks and collaboration; 4) diversifying training modalities and pathways; 5) promoting the transfer of training in schools. The needs for change identified by music teachers should be a point of reference to continue to guide reform policies to ensure educational quality.