Bringing together literature from music education, posthumanism, sound studies and ethnomusicology, this article considers what sound 'does' in music education spaces. Within posthumanism, the role of sound, as a manifestation of material-human entanglements, is under-theorised. This article, diffractively plays with the literature and evidence from a PhD project and a listening walk with pre-service music teachers, allowing the reverberations (as the continued effects and affects of bringing these materials into contact with each other), to spark generative thinking about how sound in music education is conceived. In doing so, the article presents three reverberations that challenge humanist conceptions of sound/music in education. The first considers all sound (human and non-human) as voice, which is transindividual (Chadwick in Flint [2022]. "More-than-Human Methodologies in Qualitative Research: Listening to the Leafblower." "Qualitative Research" 22 (4): 521-541. https://doi.org/10.1177/1468794121999028) , the second considers the role of sound as an invitation to 'world-with' (Barad [2007]. "Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning." Durham, NC: Duke University Press) and the third reverberation explores sound as affect (Gallagher [2016]. "Sound as Affect: Difference, Power and Spatiality." "Emotion, Space and Society" 20:42-48. https://doi.org/10.1016/j.emospa.2016.02.004). In thinking with these generative reverberations, this article is a provocation to explore how a posthuman reconceptualisation of sound in music education can help us re-state the importance of music as a curriculum subject.