The relationship between musical aptitude and musical environment in sixth-grade students is studied. Forty-one students from a suburban middle school were administered a 21-item Music Environment questionnaire which determined whether they or their family played a musical instrument, attended symphony, country-western, and/or rock concerts, had an organ or piano in the home, or played in a school performance group. Students were also administered the Musical Aptitude Profile (MAP) which analyzed their aptitude in tonal imagery, rhythmic imagery, and musical sensitivity. Results indicated that one environmental factor, playing an instrument, significantly correlated with rhythmic imagery. Two environmental factors proved to be valid discriminators between the high- and low-scoring subjects: the high music aptitude students were more likely to have played a musical instrument and attended fewer rock concerts than the low aptitude students. However, none of the other environmental factors were significantly related to MAP scores. These results point to the difficulty that parents and educators have in influencing a sixth-grader's musical aptitude (as opposed to musical skills, achievement, and interest) and to the importance of music in the child's early life. (KC)