This article outlines how fandom for popular music can he used to enhance students' music experiences in and out of the classroom. Examples are given from the author's own teaching in elementary school and from an ongoing study he has been conducting with preservice teachers undertaking teaching practicum experiences in schools where there is a resistance to music education. Preservice teachers report that children are resistant to music when it is introduced in upper elementary grades. Over a period of three years, however, preservice teachers have indicated that the way they have "broken through" to upper elementary students in engaging them in music activities is to initially introduce them to musical activities using music that they value--that is, using music that the children are fans of. This music is invariably contemporary popular music. The two case studies in this article show how preservice teachers have used contemporary popular songs that children were fans of to open windows to new musical experiences.