Music performance assessments (MPAs), also known as festivals, adjudications, or contests, are a yearly part of the music education experience for many teachers and students in school bands, orchestras, and choirs. A brief history outlining the origins and purposes of MPA is shared. Issues of equity in modern-day MPA are then explored, including the reliability and validity of adjudication instruments; adjudicator bias and evaluation forms; limitations of music lists and musical approaches allowed; and inequities related to gender, socioeconomic status, social class, and race. Challenges to classroom practice and teacher evaluation are discussed--including the potential disconnect between MPA and 21st century educational values. Implications for music teachers, music teacher educators, festival organizers, and music education association leaders are discussed.