Over the past century, international schools have evolved from small operations that serve the employees of Western diplomatic posts into district-sized institutions that serve millions of students of any nationality. Dominated by instruction in English, international schools are seen by many parents from their host nations as an opportunity to prepare their children for English-speaking universities and industries (Hayden and Thompson, 2008). The U.S. State Department’s Office of Overseas Schools (OS) currently lists 193 international schools for which it provides monetary assistance in exchange for meeting criteria intended to provide an American-style education for its citizens abroad. (Office of Overseas Schools, 2023-2025). As international schools intend for their students to matriculate into the university systems of the U.S. or other Western nations, it is appropriate to understand how students are prepared for further music study through international school music course offerings.During spring 2026, a novel survey instrument will be distributed to administrators and music educators at all 193 U.S.-assisted international schools. The purpose of this study is to attain findings that support discussion regarding (1) the variety and focus of music courses and extra-curricular activities offered at U.S.-assisted international schools, (2) the extent to which those schools offer courses based on American or other music education standards, (3) the prevalence of courses and activities based on Western European art music and other music traditions, (4) the balance of content-based and performance-based courses and activities, (5) the prevalence of after-school activities taught by part-time or guest teachers, and (6) the similarities and differences between U.S.-assisted international school music programs based on country, region, and other factors.Preliminary findings available through the OS indicate that U.S.-assisted international schools serve at least 131,700 students, of whom more than 34,500 or approximately 25% are U.S. citizens. About 72% of the schools’ diplomas are considered equivalent to U.S. high school diplomas, and more than half of the schools offer the International Baccalaureate (IB) Diploma Program (IBDP) to students.To fulfill the desire for various types of music education, students first need access. The extent to which U.S.-assisted international schools are giving students access to a variety of music education experiences remains to be seen.