Education is the right of every child, and music offers one of its most enjoyable, beneficial, and interdisciplinary components. Beyond its intrinsic value, music education is associated with increased cognitive development and interpersonal skills (e.g., cooperation and empathy). Sadly, access to music education favors children of higher socioeconomic status, a situation exacerbated by strained school resources. Eminent music educator Robert Cutietta (2017, p. 261) noted that such unequal music education may be reformed only when “some disruptive force comes in to alter how music is taught”. Responding to Cutietta in a Canadian context, Access to Music Education (AMusE) is a project of a multidisciplinary team of researchers and stakeholders taking a dynamic systems evidence-based approach in exploring music education reform. Since 2021, AMusE has aimed to (1) identify inequalities in the Canadian K-16 music education system, (2) analyze their causes, and (3) recommend an integrative solution. Adopting a mixed-methods methodology, AMusE has acquired data from extant sources (MusiCounts, Health Behaviour of School Children, and Coalition for Music Education in Canada) and is acquiring new survey data from parents, teachers, school administrators, and students, investigating stakeholder attitudes to traditional vs. non-traditional music education, instrumental vs vocal music, and associations between music participation, gender, and bullying, for example. The AMusE project is also examining whether sociocultural and economic factors affect access to music education for vulnerable youth (e.g., rural, Indigenous, special needs). AMusE addresses the challenges to change associated with a music education system rooted in both European colonialist traditions and the heightened value of instrumental over vocal training. The project’s interdisciplinary lens, diverse data, and dynamic systems framework aim to provide a new perspective on understanding unequal access to music education. The AMusE project should offer positive implications for children, families, institutions, and society in Canada and internationally. The methodologies, research outcomes, theoretical and policy implications will be presented, and perspectives from music educators in Canada and other countries will be welcomed during the discussion period.