Since the turn of the twenty-first century, the field of music history pedagogy has experienced substantial growth and achieved an increased presence in the American Musicological Society (AMS). I argue this institutional and disciplinary shift resulted from a "pedagogy movement" in musicology, which helped cultivate a field of music history pedagogy. As some AMS members collaborated to fight for the legitimization of pedagogy within their professional society and created new venues for musicologists to talk about their teaching roles, the quantity of pedagogy discourse increased exponentially in essay collections, conference sessions, and a new journal devoted to music history pedagogy. In this dissertation, I analyze the development of pedagogy discourse and investigate the origins and evolution of the field in an attempt to better understand the personal, institutional, and cultural factors that led to its growth. I trace the origins of the field in the twentieth century, detail the twenty-first-century pedagogy movement, explore topical and methodological shifts in the pedagogy scholarship, and investigate the debate over changing the Object statement of the AMS. I examine American musicology's transforming relationship with pedagogy through the last century and seek to provide an historical and intellectual account of the field of music history pedagogy.