This study examined the musical identity of aspiring Physical Education (PE) teachers and its implications for strengthening music education within the PE curriculum. Guided by Howard Gardner’s Theory of Multiple Intelligences, the research employed a sequential-exploratory mixed-methods design integrating quantitative survey data and qualitative interview findings. A total of 200 bachelor of Physical Education students participated in the quantitative phase, while five (5) participants were selected for in-depth interviews to elaborate on emerging patterns. Quantitative results revealed a generally high level of musical identity among participants, with Emotional Attachment obtaining a Very High descriptive level, followed by high levels of Growth Mindset, Musical Calling, and Musical Self-Efficacy. These findings indicate that music plays a vital role in shaping both personal identity and professional readiness among future PE teachers. The qualitative phase further revealed that music functions as an emotional anchor, a medium for social connection, and a foundation for pedagogical confidence. Participants described music as integral to motivation, emotional regulation, creativity, and classroom engagement, although challenges such as limited formal training and insufficient curricular integration were identified. The integration of quantitative and qualitative results suggests that musical identity contributes to holistic teacher development by bridging expressive arts and movement-based instruction. The study concludes that embedding structure music components within Physical Education programs can foster interdisciplinary teaching practices, strengthen teacher identity formation, and enhance learner engagement. Recommendations include curriculum enhancement, institutional support for music integration, and continued research on interdisciplinary pedagogies in teacher education.