This article makes the case that authentic music learning need not be sacrificed nor compromised in any way when the music teacher designs and teaches curricula and units of study that integrate music learning with learning in other academic subjects, including other fine and performing arts subjects. The author argues that music teachers may think they are losing instructional time in the service of other subjects when, in fact, if music teachers understand the cognitive connections and shared information among subjects, they have opportunities to enhance music learning in substantive and authentic ways. Some sample curricular designs are outlined in the article as examples of how learning among subjects can serve multiple subject areas, including music.