Recent developments in brain imaging technology provide evidence for the ways musical experiences impact the human brain. Clinical studies demonstrate possibilities for how musical interventions might be applied as treatments toward disease, trauma, general health, and wellbeing. New data support claims that early and ongoing musical experiences foster lifelong health and wellness from birth to death, across socioculturally diverse communities (Fleming, 2024; Levitin, 2024; Svard, 2023; Thaut & Hoemberg, 2025).Music educators are experts in planning, facilitating, and assessing musical experiences. They serve in school and community roles with people of all ages, and often see learners on a consistent basis over multiple years. They are ideally poised to facilitate the foundational learning experiences researchers claim are critical to supporting lifelong health and wellness in our society. Music educators also possess unique skills and perspectives needed to advocate for policy and curricular reform, and to support the design and implementation of new neuromusic research studies (Alam & Mohanty, 2024).This synthesis of literature aims to identify significant areas of interest and potential implications of recent neuromusic research for music education. Emerging research in music and the brain emphasize clinical applications of music as medicine for health and well-being and musical interventions for trauma and disease. Music therapy and neuro musical therapy (NMT) are the primary focus with little attention given to music education or music teacher preparation. The dissemination of neuromusic research is largely aimed toward clinical neurologists, psychologists, and music therapists. However, recently published, peer-reviewed texts aim to inform the general public of emergent findings and reinforce the value of music in our society. This review synthesizes literature from peer-reviewed journal articles and books that aim to disseminate music and brain research published between 2020 and 2025. Key search words included “music and brain”, “neurology and music”, “neuromusic”, “neurology and music education”.This presentation discusses implications of recent neuromusic research for music education philosophy, teaching, and research. Concepts to be explored include: Music as proto-language, neuroplasticity and music for brain development and longevity, and music as medicine for health and wellness. Pedagogical implications include: isolation and gestalt approaches to musical elements, listening and participatory music making, creating through composition and improvisation, and transferrable skills. Shifts in philosophy and practice could reframe roles of music educators in school, community, and integrative health care settings impacting program development, policy, and research collaborations. A new teleology of music education as a foundation for lifelong health and wellness will be discussed.