This document arises from the disadvantage found in the national secondary school curriculum proposed in Ecuador in the last decade with regard to the withdrawal of the subject of music education, which became part of the comprehensive cultural and artistic education. The disadvantage stems from ignorance and little awareness of the importance of music in the Ecuadorian context. The aim of this article is to reflect on the advantages of music education for the development of skills and abilities in Ecuadorian high school students. The main contribution of the document is the comparative analysis of education curricula in other countries, which allows us to have a clear idea of the reality surrounding the subject in other latitudes. The methodology used in the structuring of this work is of an inductive-deductive nature, supported by bibliographic research and aids in philosophical methods such as phenomenology and hermeneutics. This manuscript contains a conceptual approach to the Ecuadorian curricular reality, briefly presents some musical educational models, reflects on musical education as a reference for the development of skills and abilities that contribute to the integral formation of the human being, and finally, proposes some perspectives and challenges of musical education.