Music education in England has been in a state of flux for a number of years due to the complexities and variability of its delivery. Many of the issues surrounding music education in England are associated with policy and practice in schools, and the complexities of funding and deployment of music activities. This creates contextual, structural and political boundaries, especially on partnership work that seeks to join up provision. This paper presents findings from a four-year longitudinal project that aimed to explore the role of partnership work between schools and out-of-school music providers. It also critiques structural issues and limitations of music education in England, offering new insight and resolutions. Methodologically there has been an emerging interest in diffractive approaches and the intra-actions they produce (Barad [2007] "Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning." Durham, NC: Duke University Press; Haraway [2008] "When Species Meet." Minneapolis: University of Minnesota Press). An important part of the paper is to outline the importance of these novel methodologies that go beyond reflection and raise important questions regarding the role of diffractive and intra-active processes in education research projects. This is a novel consideration, which is pertinent for music education research internationally. The paper concludes with a reconceptualisation of partnership work, and new theoretical underpinnings for future partnerships.