The role of the music minister has been the topic of discussion in the last forty years among educational institutions as well as churches. Understandably, much emphasis has been given to the areas of the music minister’s competencies resulting from both musical and theological education. However, the area that has been ignored or neglected in the past has been the competencies that music ministers must have as educators. As the present scope of the profession has caused the music minister’s responsibilities to have expanded dramatically, for the most part formal training has not followed suit. If ministry is defined as service and the church musician is to be a minister, then the task of the musician-minister is to serve the needs of the church by serving the needs of the people. Hence, the intent of this final project was to determine the music minister’s role as an educator through an examination of current and past literature in books, articles, theses and dissertations with the goal of addressing the music minister’s understanding and knowledge of: 1) different styles of learning; 2) different styles of teaching; 3) planning skills; 4) assessment skills; and 5) people skills. However, the role of the music minister as an educator is not limited to these five areas. The success as an educator will be evident by the passion and commitment in creating an environment that allows the individual to experience the intangible, which goes beyond the summative knowledge acquired.