This article critically examines the prevalent belief within music education that "music is for all," highlighting the incongruence between educators' intentions and students' lived experiences. Drawing on personal positionality and scholarly orientation, the author explores how music teachers may unintentionally disaffirm students' musicianship through language and practices. Through the lens of intent versus impact, this article encourages music educators to reflect on their beliefs and practices and emphasizes the importance of creating inclusive, student-centered environments that honor diverse musical identities. This article includes recommendations for aligning beliefs with practices to promote equity and affirm the musical potential of all students.