This article critically examines the suitability of Social Realist perspectives within North American higher music education, with a particular focus on its relationship with jazz musical knowledges. Social Realist scholarship continues to emerge within the field of education sociology, driven by claims to contribute to student access and opportunity. In spite of this, scholars have continued to critique Social Realist perspectives for various reasons including maintaining an ideological status quo and devaluing the experiences of students, going as far as argue that Social Realist frameworks may in fact limit the access and opportunity espoused by its proponents. Drawing upon past music education literature surrounding Social Realism, this article focuses particularly on the concepts of 'powerful knowledge,' 'generative knowledge,' and 'reliablism' to explore how Social Realism may be ill-positioned to meet its alleged goals of access and opportunity within the North American higher music institution.