Like many Latin American and Caribbean nations, neoliberalism in Trinidad and Tobago has fundamentally altered Trinidadian culture at large. The annual Trinidad and Tobago School’s Panorama is a site in which the effects of neoliberalism can easily be traced and analyzed. Neoliberalism has changed how music education is being offered and what values are being taught within these spaces. The continual push for a neoliberal education has led to a model that prioritizes individualization, responsibility, and entrepreneurialism (B. Davies and Bansel 2007). With the paradigm and policy shift of education as a service, the development of an educational market came swiftly after. As such, music education has become a service that can be marketed and standardized to a wide range of consumers. As schools diversify, the value of music education shifts within a developing educational market. Choosing a school has become a critically important consideration for youth and their families, and music education initiatives have become factors within school choice.In Trinidad, secondary schools are divided between government/public, schools and prestige/private, schools. Although this model was established prior to the rise of neoliberalism in Trinidad, with the development of neoliberalism, the model has prioritized choice and has created a formalized education market (De Lisle et al. 2009). In the early days of the steelpan movement, the instrument was associated with the Afro-Trinidadian working class and was frequently looked down upon by Trinidadian’s upper classes. As such, government schools were the primary category of schools competing in the early iterations of the School’s Panorama competition; however, over the past twenty years, there has been an uptick in the number of prestige schools entering and winning. Building from ethnographic fieldwork completed between 2021-2025, in this paper, I argue that the rise of neoliberalism and the educational market in Trinidad and Tobago has led to a siege of prestige schools within School’s Panorama. Further, I explore the changing priorities of the competition with this shift in prestige school population, arguing that narratives of discipline have begun to encapsulate the competition. Whether this discipline is applied to other musical endeavors or to academic endeavors, students are learning a skill that allows them to be better workers, further reflecting neoliberalism’s reach into the competition.In this process, youth steelpan continues to develop into a luxury for the elite, leaving behind its foundation in government schools and working-class communities.