Every aspect of the Australian education system is a colonial construct, which was established across the continent and adjacent islands as part of the ongoing British colonisation process. As such, in contemporary music classrooms in Australia, there are decisions made every day that perpetuate settler futurity. This paper explores five ways forward, beginning with a critical evaluation and implementation of education policy, and extending to decisions around curriculum, pedagogy, place and space, and community engagement that can support the decolonising of the music classroom in order to support all students, regardless of their cultural contexts.