This project was conducted as part of the requirement for a practitioner-oriented research course within the author's teacher education degree program at a private nondenominational Midwestern university. The purpose of the project was twofold: (1) to investigate ways in which music can be integrated into the elementary school curriculum; and (2) to examine how music can serve as a medium of both improving the overall class environment and promoting a better understanding of the curricular material. This study used a quantitative survey that was distributed among 46 elementary school teachers who teach at two ethnically diverse elementary schools in the western suburbs of a large Midwestern metropolitan city. A semistructured qualitative interview was conducted with one teacher who is known to be a strong proponent of using music in her second-grade classroom. The author's journal of observational and self-reflective notes assisted in the final stages of the data analysis process. This study shows that music is used fairly extensively for four distinct purposes: (1) to alter mood; (2) to teach core subjects; (3) to promote creativity and personal expression; and (4) for classroom management and cohesiveness. The author provides recommendations to help current classroom teachers integrate music on a greater and more effective level.