In this article I discuss a case study of how a music teacher in a postcolonial context has addressed and resisted colonialist practices in education/socialization processes. The case study addresses preliminary findings from a broader ethnography on the social organization of music learning from the standpoint of music teachers. The ethnography is based in Costa Rica--a Central American nation that struggles with colonial-based relationships, and also the native country of the researcher. The analysis is framed sociologically, in terms of micro and macro social relations, as I scrutinize tensions between individual learning and macro social forces. By critically reflecting on musical meanings, values, and practices that sustain a non-Euro-American sociocultural order, from a theoretical perspective little explored by music education, this work articulates the first through sixth "MayDay Group ideals."