My teacher’s music education advocacy is based on the priorities of equality, growth, and connection. I plan to use these principles as building blocks for economic progression in musical programs within my community and district area. Music education should be available to all backgrounds, ethnicities, and experience levels; equality is the goal to create an environment where low-income communities can access fundamental learning through music. Through this entire development, there is potential to establish growth within students, parents, and programs to make differences throughout the community. Physical, mental, and emotional growth can make a clear path to connection. Once the student is connected, the transition can take place. This enlightenment occurs when the student connects the subject and the helping agent (music). Forms of communication with these principles are/can be a range of opportunities for students to show what they have learned, putting their practice into action. It is essential to show this to not only staff and board members but the community as well. Recitals were students direct the entire operation. Musical events and programs were students and teachers work together to teach the community what they learned. They could show how sciences, math, and social sciences all fit within the musical curriculum—allowing parents to show how music changes the students physically, emotionally, and mentally giving them a new definition of music. Music is a discipline, not just an extracurricular opportunity but an essential part of child development.