Given the hierarchies, limitations, and power embedded in institutions such as schools, this paper examines whether an activist music education that occurs inside of school can be truly revolutionary. I draw upon Deleuze and Guattari's (2005/1987) treatise on "Nomadology and the War Machine" as a conceptual framework for this philosophical paper, exploring the definition of revolutionary activism and the (im)possibility for "creative lines of flight" to be drawn in schools. I further introduce the elements of an activist music education, as put forward by 20 activist-musicians in a qualitative study, and offer three vignettes from a fictionalized activist music program. I draw upon the vignettes to problematize the possibility of revolutionary activism in schools, pointing to the complexities of educators as both State and non-State actors, the complications introduced in considering Bell's (1995)principle of interest convergence, and the potential of an activist education to fall into microfascist behavior. In conclusion, I note the impossibility of engaging in truly revolutionary music education in schools.