This article advocates the adoption of the concept of lifewide by school music teachers in the United States of America. The author presents limitations of the lifelong paradigm as applied to school music in the United States of America and advocates that music teachers would better foster lifelong musicking if they addressed the lifewide musical needs of students. The author provides a clarification of the lifewide concept and draws on research studies on amateur and popular musicians to gain insights on the kinds of things school music teachers could be doing to address both lifewide and lifelong musical needs of students.