With a recent research study on a Norwegian arts-in-education programme "The Cultural Rucksack" as its starting point, this article addresses policy changes in the fields of culture and education and possible implications these could have on music education in schools. Familiar debates on the quality of education and the political measures taken to improve this quality have put the arts under pressure in educational systems. Political commitment to external arts and culture programmes aimed at schools, together with the prominent position given to artists and the field of culture in arts education issues, may bring about fundamental changes in the terms and conditions for music in schools. Addressing the issues of music teacher professionalism, the position of music in general education and the foundations for music education in Norway, this article discusses potential changes and challenges for music education in the wake of these policy changes.