For decades, music teachers have shared the dread of writing formal lesson plans, yet most know that planning yields better instruction. Why does this disconnect continue? The common argument that music teachers make is that teaching music is fundamentally different from teaching other subjects. Lesson plans are written to pacify supervisors and administrators and are usually not accurate representations of sound music pedagogy. Or if a pedagogically sound lesson is made to fit traditional planning models, the objectives, processes, and assessments do not match--a round peg for a square hole. Music educators, with increasing frequency, will be held accountable not only for teaching and assessing standards-based music curriculum but also for articulating what they teach. This article discusses a model that helps novice teachers create solid standards-based objectives using memorable repertoire. This model encourages use of content standards along with selection of worthwhile repertoire to craft the best learning experiences for students. Music supervisors and teachers can adopt this model to create curricula with aligned objectives, standards, processes, and assessments that stem from the music. Instead of teaching preservice music teachers to conform to an inappropriate curriculum design to pass education courses, music educators can give them a curriculum model that fits the way music is taught--a square peg for a square hole. (Contains 2 figures, 2 tables and 5 notes.)