In this presentation, we examine the current state of music education in India's schools, identifying areas of need and development within the context of the latest education policy. Data for this research is gathered through extensive first-hand experience in the music education field in India in administrative, consultant, and performance capacities. In addition, the researchers will conduct a range of interviews with key policy makers, music educators, and administrators. Main statistics will be culled from governmental research and policy sources. By aligning the discussion within the United Nations Sustainable Development Goals (SDGs), most significantly SDG 4 on Quality Education, the presentation calls for a paradigm shift in how music education is defined, delivered, and valued in Indian educational policy and practice. It also proposes a sustainable, inclusive, and culturally grounded model of general music education that reflects both national heritage and global development priorities. Introduction: Music education has long been marginalized as an "extra" curricular nicety in the education system in India. Despite a diverse and robust classical and folk music heritage across all states of the counter, very little, if any, of that music reaches the awareness of millions of students studying in the over 1.5 million schools in India, The education boards of India (CBSE, ICSE and State Board, are all heavily focused on academics with music education being perceived as instrumental and vocal teaching and hence is not inclusive at its best. Vast majority of these schools do not have a mandate for a music teacher below class 5.  This marginalization contradicts global commitments under SDG 4, which advocates for inclusive, equitable, and quality education for all. According to NEP 2020 and the National Curriculum Framework 2023, arts integration is now recognized as central to holistic development, yet implementation remains inconsistent and insufficient, especially in early grades. Findings: There are 52 state education boards in India which cater to 90% of the government run schools in the country. Only 4 of these boards, i.e. Kerala, Telangana, Gujrat and Madhya Pradesh, have a mandate for a dedicated music teacher for pre-primary to class 5. As a result, millions of students are deprived of access to music education entirely. The music programs running in the small number of schools that do provide access to music education, are not inclusive or arts integrated. Moreover, the programs lack a comprehensive understanding of the concept of General Music Education. As a result, the students that are not musically inclined are deprived of music literacy entirely.  These gaps contradict the intentions of multiple SDG targets: • 4.1: Universal quality primary education. • 4.5: Eliminate gender and socioeconomic disparities. • 4.7: Promote cultural awareness, creativity, and appreciation of the arts. • 10.2: Empower all people and promote inclusion, especially in rural and underserved communities. Conclusion:  There is a dire need for an inclusive, affordable and culturally grounded general music curriculum for Indian schools. Such a framework must be: • Rooted in India’s diverse musical heritage and global musical cultures. • Based on principles of ethnomusicology and arts integration. • Aligned with UN SDGs, especially SDGs 4 (Quality Education), 3 (well-being), 5 (Gender Equality), 10 (Reduced Inequalities), 11 (Sustainable Communities), and 16 (Peace and Inclusion). • Designed to promote sustainability - not just of cultural traditions, but of the developmental benefits of music on an emotional, cognitive, and social levels. By empowering all children, not just the musically inclined or gifted, with access to meaningful music education, India can foster generations with emotionally intelligent, culturally rooted, socially aware, and meaningful practice that contributes to a sustainable and inclusive world.