In Part 2 of the “My Students Aren’t Wrong” series, I explore a question that has puzzled me for years: Why do some music education students seem more interested in conducting ensembles than working with children? I argue that students are responding logically to the systems they experienced. When musical value appears to come primarily from the conductor, it makes sense that students would aspire to become that person. But what happens when classrooms distribute value through creativity, participation, and shared music-making instead?