One way of seeing music education is to think of it as the study of music as a series of sounds and silences. This model has dominated North American conservatories and many universities (2) and found its way into classroom practice. Another way of seeing music education is to define it as cultural studies--that is, a subject concerned with uncovering the differences and power relationships among groups of people and their cultures. (For a definition of cultural studies and other italicized terms in this article, see the Cultural-Studies Glossary.) One consequence of a cultural-studies approach to the music curriculum is that music education is brought into areas of political debate, something that not all music educators are comfortable with, even though it brings the music curriculum closer to the realities of everyday life--realities that involve poverty, ownership, and social justice. This connection with everyday life is one reason why it is important for music educators to consider a cultural-studies perspective in music education. This article begins with an overview of current practice and then proceeds to a definition of cultural studies, a look at its origins, and its implications for music education. It also offers a list of additional resources in the Suggested Reading sidebar for those who wish to learn more.