The purpose of this study was to examine elementary students' attitudes toward music in Grades 3, 4, and 5. The sample comprised of 366 Grade 3, 4, and 5 students from two different Southeastern elementary schools. The schools had different socioeconomic identities. Of the two schools selected, one school was a Title I school and one a Non-Title I school. The current researcher determined subjects' attitudes toward music by the researcher-modified version of the "Musical Attitude Inventory" designed by Broquist (1961) and similar in design to the inventory used by several researchers (Nolin, 1973; Nolin & VanderArk, 1977; Pogonowski, 1985; VanderArk, Nolin, & Newman, 1980), assessed self-concept of worth in music by the "Self-Concept in Music" (Svengalis, 1978) scale, measured music aptitude by the "Intermediate Measures of Music Audiation" (Gordon, 1986), and evaluated academic achievement by the "Criterion-Referenced Competency Test" (Georgia Department of Education, 2009). The current researcher performed a multiple regression analysis, which indicated that approximately 28% of the variance in music attitude in the sample was accounted for by the variables of self-concept, grade level, and socioeconomic status. Overall, music attitude correlated somewhat positively with self-concept (r = 0.433, p less than 0.01) and gender (r = 0.177, p less than 0.01) and negatively with socioeconomic status (r = -0.304, p less than 0.01) and grade level (r = -0.222, p less than 0.01). Also, music attitude slightly correlated negatively with the content areas of social studies (r = -0.158, p less than 0.01), science (r = -0.182, p less than 0.01), reading (r = -0.173, p less than 0.01), language arts (r = -0.151, p less than 0.01) and mathematics (r = -0.147, p less than 0.01) on the "Criterion-Referenced Competency Test". An extremely weak correlation existed between music attitude and music aptitude (r = 0.006). Student responses on the "Musical Attitude Inventory" indicated that most students in elementary school like to: (1) choose their own music instruments (90.2%), (2) choose the members of their performing group (77.9%), (3) play instruments in the class (76.2%), and (4) create sounds on instruments that go well together (73.2%). By enhancing students' music self-concepts, providing autonomous musical experiences, and emphasizing instruments in the general music classroom, music educators may reverse the trend, first observed by Gaston (1940), in music attitude decline as students advance grades. [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.]