Raphael Legrand examines the impact of musical taste on the actors involved in music education in general schools. The author provides detailed insights into teaching practices, reveals surprisingly equal teacher-student dynamics, and uncovers normatively charged teaching situations. Through reconstructive case analyses, it is demonstrated how personal attitudes can manipulate the implementation of the music education postulate of practice-oriented scientific neutrality. Bourdieu's concept of habitus and Weber's theory of science serve as a sociological framework to understand musical taste as an influencing factor. This can lead to value-based tensions, but also to de-hierarchized teaching situations.