Society expects those in the music education profession to contribute to societal development by affirming and educating future generations. Historically, music educators have been fairly willing to examine and transform what they do in order to meet the changing needs of the students who walk into their classrooms. Commercial interests as well as laws or statutes and other direct governmental actions have at times fostered change. The music education profession is rooted in and grows from: (1) music educators' individual interest in meeting the needs of their students; and (2) music educators' collective charge to educate their students, many of whom will be important participants in society in the future. Offered as an expansion on these foundational values, this article shows how sexual orientation, specifically and almost exclusively, heterosexuality, has traditionally been present in music education. This is an opportunity for music educators to consider how they might improve the work they do individually and collectively by acknowledging other sexual orientations, specifically, homosexuality. The focus here is limited to high school students and teachers, but the issues raised are relevant to students and colleagues at other levels. (Contains 12 notes.)