With this article, the author alludes to Brian Roberts' 2004 article "Who's in the mirror? Issues surrounding the identity construction of music educators," and the "looking glass self" famously described by Charles Horton Cooley a little more than 100 years ago. Both authors speak to the notion that one's identities are as much constructed by how he thinks those around him want him to act, as by his own choice. This means that one's actions reflect his perception of others and what he perceives to be their expectations of him. These expectations, in turn, are based upon a multitude of perceived or assumed "givens." To examine structures of hegemony, power, and exclusion where they are perceived as negative forces in the script called music education, the author suggests analyzing the part each person has played in the complexity of power structures of which they are or were an integral part. Therefore, what the author, a self declared interactionist, writes in this article is drawn from three sets of experiences: (1) Her personal story; (2) her professional knowledge; and (3) references to teaching situations either encountered by her in the college environment, in K-12 settings, or reported to her by public school teachers over many years of contacts with them. (Contains 17 notes.)