If policy is the most significant gatekeeping element for access to and development of community goods and services, and if music educators have historically lived at the margins of policy, then who procures access for the field? How are visions for musical and educational development articulated and what are the resulting implications? This article suggests sphericity as a metaphorical point of entry in discussing the need for the music education field to consider policy and policy studies differently. The article argues for connections between policy and teacher education, contending that the practice of contesting and creating representations of knowledge structures and learning based on deliberative skills is at the center of policy formation and development, as well as the center of teaching. (Contains 35 notes.)