The dual aims of this essay are to consider some ways in which school music reproduces neoliberal rationalities and to suggest possibilities whereby playful aspects of music education can open spaces for disruption and resistance. After defining key terms (capital, neoliberalism, rationality, social reproduction, and alienation), patterns of social reproduction through school music are discussed in relation to three conceptual constructs: alienated labor, bottom-line mentality, and cultural elitism. It is argued that school music can be especially alienating when it focuses on the bottom line of exemplary performance, especially within the limited scope of European classical music. Finally, play, understood as autotelic experience, is offered as a means to counteract neoliberal rationalities by fostering personally fulfilling and socially emancipatory musical experiences.