Music education is often shaped by competing political and apolitical discourses—balancing institutional accountability, exam-oriented systems, and the artistic and developmental needs of students. This study investigates how transformational leadership (TL) can inform policy and practice in music education, particularly in contexts where assessment-driven cultures dominate. The guiding research question is: How can transformational leadership provide a framework for shaping music education policy that supports holistic student development while addressing institutional pressures?The methodology draws on critical analysis of leadership theory, synthesizing scholarship from educational leadership and music education with practitioner-based reflection. Transformational leadership is examined through its four core components—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Bass & Avolio, 1994)—and their relevance to ensemble rehearsal, private studio teaching, and program administration. Professional practice narratives are used as illustrative cases to connect theory with real-world application.Key findings suggest that TL offers a valuable framework for rebalancing priorities in music education policy. First, TL reframes leadership as relational and ethically grounded, enabling music programs to prioritize fairness, inclusivity, and respect (Lee & Jensen, 2014). Second, it provides strategies for addressing exam-driven cultures by integrating vision and intrinsic motivation into teaching practices, thereby mitigating dropout rates and disengagement. Third, TL highlights the importance of hybrid leadership models that combine transformational inspiration with instructional oversight (Shatzer et al., 2014), aligning with policy demands for measurable outcomes while sustaining creativity and student agency.The policy implications are significant. Music education leaders and policymakers are encouraged to adopt frameworks that extend beyond narrow accountability measures and recognize the transformative, communal, and developmental dimensions of music learning. Embedding TL principles into teacher professional development, school leadership training, and curriculum guidelines can support a shift toward student-centered and sustainable music education systems.This study concludes that transformational leadership provides not only a pedagogical and organizational model but also a policy lens through which music education can resist reductive exam-driven structures and embrace democratic, inclusive, and holistic practices.Keywords: Educational policy; Exam-driven culture; Music education; Transformational leadership