The protests during the summer of 2020 were an awakening for many people to the realities of systemic racism. Music education had a full-blown reckoning with the insidious ways racism manifests in the profession. One way that systemic racism manifests in individual classrooms and programs, and one not always easily identified, is cultural appropriation. The author describes the four categories that imply some, but not all, appropriation is harmful: (1) Cultural exchange; (2) Transculturation; (3) Cultural exploitation; and (4) Cultural dominance. This distinction is important for educators who avoid all non-Western art music in an attempt to avoid being accused of appropriation or racism. The possibilities for adapting curriculum are endless if perspectives on "right" and "wrong" ways of making music can be changed. Music teachers have a unique opportunity and space to help students learn about the world and use that knowledge in order to better coexist with others. Inclusive practices can help marginalized students feel represented and welcome. Once that is achieved, all students will be able to thrive in the music classroom.