The demographics of students enrolled in secondary music programs do not always reflect the demographics of the overall student population in the United States. This project examined relevant research to identify possible reasons for underrepresented groups’ participation in secondary music programs. Factors examined included the demographics of students in music classes, student participation in music classes, participation in music classes by students from underrepresented demographic groups, and various music teaching approaches. Following a review of this literature, recommendations were made for how a music teacher can build a music program that promotes diverse student enrollment to better reflect the population of a school. Recommendations for selecting music to be learned, teaching practices that engage students from various backgrounds, and alternative music class offerings were presented.