Most people have been introduced to the idea that music has a positive impact on education, especially mathematics. This has been a back-and-forth battle between advocates for music and the arts in schools and those looking for ways to address budget cuts. Logically, music is based on mathematics in the sense that it deals with patterns and relationships (Vaughn, 2000). Research has shown that music, both music education and simply listening to music, can benefit students. The purpose of this study is to examine how music can influence math test scores from kindergarten through sixth grade. History of the Problem The connection between music and education, especially mathematics, has existed for a long time. The ancient Greek philosopher and mathematician Pythagoras argued this point in the 5th century. The Pythagoreans, those who followed Pythagoras, believed that music and mathematics were so similar that they could be considered the same thing (Southgate & Roscigno, 2009). Horace Mann is believed to be the first person to encourage the inclusion of music in the core curriculum (Southgate & Rascigno, 2009). However, it seems that year after year reports emerge of more and more schools or educational districts that are eliminating arts programs due to budget cuts. When budget cuts are announced, it seems like music programs are the first to be cut. But is the impact these programs have on other areas taken into consideration? School boards tend to focus on reading and math test scores as indicators of success or failure. But they don't focus on programs that can benefit these areas. Research has been conducted with this goal in mind, but the results have not been as consistent as needed. Students in grades 4 and 6 whose parents have given permission to participate in the study will be provided only regularly scheduled basic music instruction. Previous standardized test scores for participating students will be accessed for the purpose of finding a baseline. Test scores will then be compared at the end of the first school year to determine whether music instruction has had a positive impact on math scores. If no significant changes are detected, music instructors will be provided with additional training to ensure that their students are provided with a good, quality music education. These same students will then be followed for a period of two years. Test scores will be compared at the end of each year. The final data will be analyzed to determine whether music education can increase standardized math test scores by 10 points.