The academic year of 2021-2022 marks a special year for teacher training in Thailand in many ways. First, there are twice the number of student teachers in the school system. This is because student teachers from both previous and current curriculums are now in the school system for their practicum training. Class of year 2018 is now in their last year of the 5-year curriculum, and class of year 2019 is now in their last year of the 4-year curriculum. Second, given that today is a post-pandemic year, these two batches of student teachers had been trained mostly in an online setting for almost two years. They had to observe and learn how to become music teachers from online lectures through computer screens instead of hands-on activities. Third, they are assigned to teach in new normal classroom instruction modes, which refer to online, onsite, and hybrid classes, due to the current uncertainty of the COVID-19 situation. Despite the unique circumstances, new normal classroom settings also require music teachers to be adaptive and flexible to learn new online teaching skills, IT skills, and executive function skills. In Bangkok, there are many types of schools including international schools, private schools, lab schools, and governmental schools. While in well-equipped online music classrooms, novice teachers need to be good at software and music programs to best facilitate the class, in under-staffed or under-equipped schools, they need to adjust learning activities to suit the limitations. Accordingly, teacher training programs need to facilitate and prepare preservice teachers to expect the unexpected. In this paper, recommendations and suggestions are provided as a result of data analysis from participative observations and feedback from student teachers.