This article explores the extent to which recent policy-based advocacy for music in Australian schools has been guided by economic arguments. This exploration was driven by emerging commentary on the rise of neo-social education policy, which is said to have reframed equality and social justice in education as tools for economic agendas. To explore the presence of this neo-social ideology in school music advocacy, key Australian policy documents have been analyzed using Critical Discourse Analysis. Results show that while current advocacy does champion social and subjective benefits, these benefits are ultimately justified in economistic terms. While caveats to these findings are discussed, the argument is made for new education policies that adequately value subjective wellbeing and social justice as goals in their own right.