Peer-reviewed inquiries have revealed that music can play vital roles in the lives of students (Heinrich, 2012). This examination used research articles, email interviews, and documented sources to explore the relationships and communication of music teachers and administrators in supporting music instruction for students in grades K-12. The inquiry used email interviews to describe the positions of an administrator to music teacher in creating communication channels that address fine arts and improving student achievement through participation in music activities (Michel, 2018). The purpose of this study is to examine the relationships between administrators and public school music teachers in the area of support of music programs. This study also studied how the COVID pandemic has impacted music program support. The researcher chose a qualitative study because this project focused on implementing email interviews in order to design personal portraits of the volunteers. The study offered investigative discussions of what music teachers perceive as support between administrators and themselves in K-12 music classrooms. Since this was a single study, the literature has significant limits and gaps. Most music teachers generalized that the support of administrators is imperative to school music success. The tenons of support included improving personal and professional relationships, input on curriculum and standardized testing decisions, school committee representation, budgeting cooperation, peer acceptance protocols, and student improvement methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]