This thesis, Muted voices: Developing musical agency in a Victorian primary school, explores the implementation and development of music learning by the researcher (a music teacher), in collaboration with generalist teachers in a small government primary school in the state of Victoria, Australia. Music is mandated as one of the arts in the Victoria curriculum. However, in many primary school contexts the potential of music learning to contribute to children's growth and development is insufficiently understood and supported. As a consequence, the voices of many children and teachers are muted.