Music education does not exist independently, but is influenced by changes in society. Music educators must be responsive to those influences. By relating music education to political, economic, social, cultural and educational developments in the Republic of Korea during the period from 1945 to 2005, this article aims to put that education in a historical and social context. During those 60 years, Korean school music education has changed considerably in response to the development of government, economy, culture and general education in Korean society. Music curricula and textbooks have been transformed seven times in response to changes in Korean public life. The most substantial changes may be summarized as follows: (1) as the political influence on music education lessened, educators deemphasized moral development and stressed the development of aesthetic perception and sensitivity; (2) the nation's economic growth contributed to the provision of adequate music programs; (3) as music education became more receptive to social changes, songs from continents and cultures other than Europe and the USA were included and the use of music technology in the classroom was encouraged; and (4) continuous efforts to encourage reverence for Korean traditions led to a significant increase in the percentage of traditional Korean music included in the curriculum. (Contains 1 note.)