In this article the author reviews needs theory as a field of research and scholarship, examines seven needs theories (including Nussbaum's capabilities approach), and synthesizes elements of all of these into a list he used tentatively and speculatively to analyze two common instructional practices in music education. The author's intent is to give an idea of how needs theory might be applied, not to prescribe specific practices. It speaks to the need for a more reflective practice in music education on all levels. By providing ways to understand student resistance and to imagine practices that are more acceptable, needs theory has helped him explore alternatives to various institutionalized practices. Used this way, in the spirit in which it was conceived, needs theory is a potentially useful tool, a way of directing teachers and policy-makers away from habitual adherence to institutionalized standards and methods, and towards cooperative efforts with students, parents, and communities-efforts and practices that more effectively satisfy students' basic needs. (Contains 1 note.)