This thesis explores perceptions held by music educators in New Zealand regarding the state of music education. The research contains three research objectives; investigating the state of music education, understanding music educators’ perceptions surrounding the promotion of music education, and understanding whether New Zealand fits into the narrative of a ‘global decline’ in music education. This was achieved through a mixed methodology where a census survey was sent out, which then provided the basis for eleven in-depth interviews to occur. Results from both of these were synthesised to determine that the role of the teacher, evolution of the subject, and a changed learner had an effect on the state of music education in New Zealand. Benefits of a music education were highlighted in terms of their cognitive, social, and emotional competencies, as well as promotion techniques that educators engaged with, and their perceptions surrounding the fusion of marketing and music education. Findings from this research indicate that the global decline in music education numbers is not extending out to New Zealand. However, the perceived importance of formal music education within the school system, and the student’s mind have declined. The final chapter provides implications of this research, as well as areas for future study.