The document contrasts, compares, describes, interprets, and generalizes about needs, activities, and objectives of music education programs in accredited, nonaccredited, public, and nonpublic secondary schools. The objective of the study was to provide information about the strengths and weaknesses of the music education programs so that constructive action could be taken to improve those programs. The 68-item questionnaire measured student and teacher knowledge and opinions about music education and related these attitudes to the various types of schools. Topics included the role and background of the music teacher, philosophy, curriculum and instruction, activities in the general music class, instrumental and vocal performance groups, assessment, and outcomes. A field study of performance practices was also conducted. Statistical analysis of responses indicated that all types of schools identified the following as major strengths of music education: that programs allowed great diversity in elective courses; they encouraged various kinds of vocal and performance groups; and they allowed for broad, composite types of activities. Major weaknesses in music programs in all types of schools were identified as isolation of music departments, limited liaison with community resources, and oversize classes. The conclusion is that music education programs in Pennsylvania will improve if they rely more heavily on arts specialists, coordinate with music and art efforts of the mass media, and encourage school/community interaction. (DB)