This study investigated students' musical achievement, provisions for music instruction, and the relationship between these two factors in Tennessee elementary schools. Richard J. Colwell's "Elementary Music Achievement Test" was administered to randomly selected sixth-grade pupils from 22 public school systems (62 classrooms) representing both urban and non-urban areas. Only one of the school systems tested had a mean score equal to or exceeding the mean of the test standardization sample. An instructional provisions inventory questionnaire, sent to all the state school systems, revealed that few provided adequately for music instruction, but urban systems rated better than non-urban ones. A comparison between achievement scores and instructional provisions of the six systems with highest scores and the six with lowest scores indicated that a direct relationship exists between the two factors. The conclusion was made that in both achievement and instructional provisions for music, Tennessee elementary schools are deficient. (JM)