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This work is the result of a master's thesis developed in the Postgraduate Programme in Education at the Federal University of Santa Maria-UFSM. The aim of the research was to investigate the repercussions of the 'LEM Programme: Playing and Singing' for initial training and teacher development, from the perspective of music graduates/performers. To this end, the aim was to find out the objectives of the undergraduates when they took part in the LEM Programme workshops, to analyse the relationships they establish between the music workshops, their initial training and their teaching development, to understand the assumptions that underpin the development of teaching in the workshops and also to situate the 'LEM Programme: Playing and Singing' in the context of academic-professional training. The article discusses teacher training and professional development, their significance for undergraduates, the relationship between experiences in music workshops and professional training, and the assumptions that underpin teaching in music workshops. The LEM Programme is highlighted as a place for academic and professional training and performance.