Music education in today's educational system has been fighting for its existence as a curricular subject, with many school systems finding it convenient to keep the classification of music-related activities in limbo. Music educators must be prepared to defend their programs and educational objectives or face a future of extra-curricular status and no credit for student participation in music. This study investigates what has caused the erosion of music education's status within the curriculum, and reviews the implications that eligibility requirements would have on music education. The bibliography is divided into four parts: (1) the history of music education in the public schools (five entries); the curricular, extra-curricular, and co-curricular classification of music education (10 entries); (3) student eligibility requirements for participation in music education (eight entries); and (4) solutions to the problem and alternatives to music education today (17 entries). Band programs are often considered extra-curricular due to their involvement in outside school competitions, much like athletic teams. The fact that band programs are expensive and are often funded by outside sources also leads to their extra-curricular status. Band directors should justify music on its own merits. The arts add to cognitive learning in the same ways as philosophy, religion, or psychology. A glossary of terms used and recommendations for band directors, educators, and administrators conclude the bibliography. (PPB)