This study addresses how high school band directors operationalize their values for music education in their band programs. High school band directors described that their values developed from a variety of influences, namely their educator identity, and the experience of their own participation in high school and collegiate music. I employed a qualitative methodology to determine emergent themes and compare participant responses and band program curricula. Findings from this study indicate these values inform many band directors' decisions regarding high school band curricula, which they operationalize in curricular outcomes, and through a variety of artistic and educational opportunities for students. These values may also conflict with the realities and expectations of school administration, community influences, and the norms of regional curricular practices. This article discusses the key findings and recommendations for preservice and current music educators.