In recent years, an increasing number of researchers have chosen to examine various sociological dimensions of music education (e.g., inclusion, civic engagement) through the lens of social capital. Yet, there has been no systematic discussion of the capacity and limitations of this conceptual framework to shed light on these sociological dimensions. Therefore, one of the main purposes of this paper is to review the growing body of music education literature that refers to social capital in order to understand the ways in which music education researchers have drawn on this conceptual framework in their studies and articles, identify whose conception of social capital they employ, and determine which issues each conception has illuminated. I note critiques of social capital by scholars in other fields and the ways in which some music education researchers have resolved them. Then, I succinctly demonstrate how the findings of my recent doctoral study contribute to the aforementioned body of knowledge, especially in relation to rural music education practice. I conclude by noting how music and music education are uniquely positioned to facilitate social capital and why a social capital conceptual framework that highlights relationships is pertinent to music education practice and research in pluralistic societies.