In considering how policy work might forward arts education, it is helpful to reflect on the present state of music and arts education while looking ahead at future challenges and possibilities. This response to Shuler's (2001) set of predictions related to music education and policy in the twenty-first century addresses such work in the following three areas: (1) technology and musical engagement; (2) media, media literacy, and media arts; and (3) curricular structures and new types of music courses. Related issues ranging from tensions between specialization and generalization in curricular design to competing discourses involving technology in education are discussed along with implications for policy work in arts education.