Perfectionism as a construct has received increasing attention in recent years, in particular with regard to its potentially debilitating effects. In this critical literature review, the prevalence and development of perfectionism in school-age musicians are examined, with an eye to the implicit values of neoliberalism and settler colonialism represented in music curricula. Parent, teacher, and cultural influences are considered, as well as the role of perfectionism in children’s experience of music performance anxiety. Suggestions that perfectionism in this context may be a product of punitive methods in education and inequitable distribution of resources are discussed. Recommendations are made for pedagogical practices and research with children, as well as implications for parents, with specific attention focused on the need to deviate from the idea that perfect performances are the only measurements of success in music.