Do high levels of resourcing improve pupils' attainment across any or all areas of the music curriculum; and do pupils make greater progress in their learning where there are significant levels of music technology resourcing? Are there specific outcomes for teachers in terms of teaching styles, INSET, and finance; and what are the most useful items of music technology in the modem classroom? Perceptions of these issues suggest positive developments in key areas, with clear implications for teachers and managers of schools.