Within the education context there is an increasing focus in curriculum development and pedagogy for teachers to address the diverse needs of their students in their teaching practices. This paper will explore the concept of inclusivity in the education environment with particular focus on music education. It will present research on how music in various contexts is transmitted and how it is important to recognise these ways of teaching and learning given both the diverse student population in Australian classrooms and the direction of educational policy. Part of this argument will include data that investigated how students in the contemporary music education context prefer to learn. It will then outline further data collected via an interview process with a number of music teachers in regard to the contemporary music education 'space'. It will explore what teachers think about the demands and expectations placed on them in terms of inclusivity and multi-modes of teaching and learning. This discussion will focus on the teachers' own practices with their students and how they approach these concepts within the classroom. It will also endeavour to seek what the teachers' opinions are on the support and knowledge provided for them to address such approaches. The purpose of this paper is to offer ways to Look Forward into the future of Australian music education practices.