During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming music teacher educators participating in a year-long, online, group-facilitated professional development community (PDC). Data included recorded meetings via Skype, journal entries via a private Facebook blog, and written introductory and final reflection statements. The three core themes that emerged from the data were as follows: (a) self-doubt and fear of failure as researchers; (b) struggle to establish balance; and (c) the PDC as a safe place. The essence of our lived experience in the group was developing our identities as music teacher educators through interactions in our PDC, which was a safe place for us to discuss our thoughts, concerns, and insecurities. We offer suggestions for PDCs, including future research and participation, as well as international sharing, collaboration, and community.