Musicality is a loosely used term with many meanings. It can be applied to a small child who chants a nursery rhyme, or to a harmonica player who plays by ear, or to a conductor like Toscanini. Some educators and philosophers believe that musicality is manifested in the technical achievements of musicians. Others believe that technique is secondary and musicality is the level of expression a musician is able to bring to a work. This article examines formal and informal music teaching practices and the relationship these practices have to the development of musicality. By examining the perceptions, definitions, and origins of musicality people might better understand formal and informal education practices and how they relate to music education today. The premise of the article is that educator's and philosopher's views of musicality relate to how it is presently taught.