THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Our former Elementary Instrumental Music Program for 4th-6th graders was costly and ineffective. Students were bused to a high school in the middle of the instructional day--costs (time and transportation) were not compensatory with the program, which was experiencing a significant drop-out rate. Instruction at the school sites was impractical due to the school design (interfered with other instruction). When after school instruction also appeared to be unsuccessful, a committee was formed to study the problem. The committee believed instrumental music instruction should be an integral part of the elementary curriculum, and a solution to the lack of space and noise interference could be accommodated by a traveling classroom which could visit each site, be used for instruction without disturbing other classrooms, and store instruments. A surplus school bus was converted into a traveling music studio for approximately $5,000. Renovations included seat removal, addition of carpeting, curtains, mirrors, an electric keyboard, music stands, and chairs. Initially one bus traveled to 14 elementary schools, giving two lessons a week to students. A second bus and teacher were added and, currently, 500+ students are receiving instrumental instruction on the two buses ("Tune Trolley" and "Note Boat"). Students also receive additional instruction in a large group one evening each week. The number of students participating in the program has greatly increased, while the dropout rate has significantly decreased. The quality of the intermediate band programs has shown a marked improvement and the prognosis is for even greater improvement at the secondary school level. The coordinating band director and teachers continue to be enthusiastic and supportive of the program. The buses are recognized as they travel over a 25 square mile attendance area and serve as a positive evidence that Rowland finds innovative and creative ways to serve its students. [This document was selected by the Association of California School Administrators (ACSA) Task Force on Public Confidence as descriptive of a promising practice or exemplary project worthy of highlighting for the California educational community.] (Author)