Few concerned with educational theory and policy could have failed to notice the recent upsurge of interest in the notion of spiritual development as a possible aim or goal of public or common schooling. A more presently pressing question, however, is that of the pedagogical means by which theorists of spiritual education might cultivate any supposed spiritual qualities or benefits. An area of the school curriculum that seems to be a close runner-up to religious education (RE) in the spiritual education stakes is that of the arts. Moreover, if it is widely assumed that exposure to various arts can have real spiritual benefits, it has often also seemed natural to associate music, of all the different arts on offer, with spiritual experience or growth. It might therefore be held to follow, if spiritual education is indeed a proper aim of schooling, that music education is a prime vehicle of spiritual education, and that music teachers might include the promotion of spiritual qualities among their educational aims. In this article, the author discusses the conceptual links between music, spirituality, and education, which are all in need of further clarification. He proceeds to raise some--essentially skeptical--questions about any alleged connections between music education and spiritual education in the course of critical examination of a range of different possible arguments for the claim that music might be a source of educationally relevant spiritual experience. He also distinguishes a number of more or less plausible contexts and circumstances in which claims about the spirituality of music might be made. (Contains 22 notes.)