Despite existing research in popular music education, a gap exists in the literature concerning popular music education for rural East Tennessee high school band programs. The purpose of this qualitative research was to address the history of societal acceptance of popular music styles as well as changes within the field of music education philosophy that allowed for popular music study. A review of music education literature concerning popular music education and praxis was conducted to find applications for rural East Tennessee high school band programs. Further research was conducted through student and band director surveys which were distributed to rural East Tennessee high school band programs with the assistance of the Tennessee Secondary Schools Band Directors Association. The survey items were examined for themes that aided the researcher in determining the value of popular music education according to students within rural East Tennessee high school band programs. Findings included an increase in student interest in the band program, a positive outlook upon continued membership, and possible appeal to students who are not current members of the band program. The implications suggested that the embrace of popular music and the provision of skills for making music beyond the classroom were important. Research suggested that rural East Tennessee high school band programs can remove the disconnection between classroom music and the world beyond the classroom to improve growth and maintenance by using popular music education (PME). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]