Since its inception, American music education has been viewed as seemingly less important than other academic disciplines. In times of financial crisis, it has undergone reductions and eliminations. Consequently, music education advocates have had to escalate their efforts to preserve and protect music programs. This study seeks to determine the impact of a specific type of music advocacy on affecting participants' value of music education as measured by a music attitudes scale. One hundred seventy K-12 administrators, faculty, and staff members participated in this study. Participants were divided into control and treatment groups and completed pre- and posttests during the study. Twenty-six participants shared their reactions to the presentation in focus groups. Analysis of descriptive statistics of pretest scores showed favorable, but limited, attitudes toward music education. Pretest scores also revealed differences on specific items of the attitudes scale, but an analysis of variance showed no significant difference among participants based on grade levels serviced (elementary, middle, and high school). Paired sample t-tests revealed statistically significant differences from pretest to posttest for both control and treatment groups. An ANOVA from pretest to posttest indicated a statistically significant difference between control and treatment groups. Descriptive statistics showed differences in growth scores among the items of the attitude scale. Analysis of the transcripts from the focus groups revealed themes and repetitions concerning participants' reactions to the presentation as well as the presentation's effect on their attitudes toward music education. The results of this study reflect previous theories that attitudes toward music education are positive but limited. However, the results of the study indicate that people's attitudes toward music education can be changed. An inconsistency in the quantitative data from the attitude survey and qualitative information from the focus groups further indicates that participants do not acknowledge the true impact of an advocacy presentation on their attitudes toward music education. Finally, the perception among participants suggests that the music education advocacy presentation needs improvement to be more effective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]