Victorian schoolchildren have been identified as underachieving in literacy and numeracy. Cohorts within these schools could also benefit from activities that promote improved self-esteem, social skills and general intellectual rigour. This project aims to implement an intensive music education program into a cluster of rural primary and secondary schools, and evaluate whether there are generalized benefits beyond music ability. It is expected that significant short-term and persistent benefits will be observed in cognitive and psychosocial domains, particularly in the younger children. This music training program should provide an innovative means by which other schools can foster improvement in academic and other domains.