This embedded-single case study aims to evaluate the efficacy of the 8th-grade music curriculum through the lens of Eisner's Educational Connoisseurship and Criticism Model. An initial survey involving 146 music teachers was conducted to determine the middle school grade-level music curriculum for evaluation. Subsequently, 15 music teachers, six students, and four faculty members from the music education department participated in the primary investigation, selected using the maximum diversity technique. Data analysis was conducted utilizing content analysis, incorporating insights gleaned from participant interviews, classroom observations, documents, and the researcher's expertise in the field. The study identified several significant factors impacting the implementation of music curricula, including the inadequate preparedness of students who lack exposure to music teachers during their foundational education, insufficiencies in lesson duration, deficient music facilities and resources, and a perceived lack of significance attributed to music instruction by both educational administrators and parents. Furthermore, it was deduced that collaborative efforts between the Higher Education Council and the Ministry are necessary to enhance the curriculum literacy of music teachers and university faculty members, ensuring the alignment of developed curricula. Despite the adequacy of objectives and achievements outlined in the music curriculum, it was concluded that mismatches exist concerning student readiness, with theoretical content surpassing students' proficiency levels and neglecting the student-centered principle. [This article includes an extended summary in Turkish.]