This report describes a program to improve student achievement through the use of music strategies. The targeted population was fifth-grade students in a small Iowa community. The absence of music integration into the social studies area was observed through data that displayed the lack of motivation and in-depth learning by the students. Analysis of probable cause data revealed evidence of shallow learning and an inability to see relationships between the two disciplines. The time factor in planning interdisciplinary studies discouraged implementing a plan. A review of solution strategies suggested by knowledgeable others, combined with analysis of the problem setting resulted in selection of three major categories of intervention: (1) accommodate with various learning styles; (2) implement cross-curricular thematic instruction; and (3) use aesthetic education. Students experienced music that encouraged them to become more aware of characteristics of the historical period they studied. The aesthetics of music helped to make history more personal and real than merely reading the chapter in the social studies text. Post-intervention data indicated an increase in student motivation, increase in understanding relationships between the two disciplines, and increase in in-depth learning. Student reactions, test results, and the teacher comments regarding the project indicated that it was a positive experience. If the project were to be repeated with another group of students, more student-driven research and less teacher-directed teaching would be planned. (Contains 2 tables and 35 references.) (Author/BT)