Music educators in the twenty-first century are grappling with issues that surround teaching music from cultures that are not their own. Ideas about performance practice, cultural sensitivity, historical context and appropriate use of diverse musics in school settings are constantly evolving as technology and other classroom resources become more readily available. As outsiders in unfamiliar culture groups, teachers are advised to defer to the experts, the members of the culture under consideration. But what about the culture of childhood itself? There are many valid reasons for bringing children’s songs and games into the classroom, not the least of which is keeping older, traditional ways of play alive as new ways emerge. But we must carefully consider the impact that adult involvement in children’s play may have on the musical and cultural traditions we aim to preserve.