This document summarizes the results of a study which evaluated whether school instruction with Musical Instrument Digital Interface (MIDI) keyboards improves memory skill and whether school instruction with MIDI keyboards improves sentiments toward school and instructional media. Pupils in early elementary grades at five schools were evaluated using subtests of the Wide Range Assessment of Memory Learning (WRAML) and a School Sentiment Inventory. Students were interviewed at the beginning and end of a school year, and provided regularly scheduled music instruction for one half-hour per week throughout the school year. There were no discernible gains in memory skills that were clearly attributable to keyboard instruction. Overall, the various analyses of school sentiment data support music instruction with keyboards. The pupils' achieving competence in keyboard instruction contributed to their approval ratings of school and music instruction. The lack of differences in the effect on memory skills may be explained by the 30-minute per week interval of music instruction; it is unlikely this was enough time to develop memory skills that were observable beyond music performance. The favorable sentiment towards music and school may also be attributed to the short amount of instructional time. (Author/SWC)