This research, aims at the comparatively examination of the changes which the 2017 (Primary and Secondary School Grades 1, 2, 3, 4, 5, 6, 7 and 8) Music Lesson Education Program underwent in its development process with regard to both process and program elements in the axis of three different program text (Draft-Original-Revised), is a descriptive research. These main results were obtained from the research. Significant changes were fixed which caused important differences between the draft-original-revised texts of the 2017 ( Primary and Secondary Schools Grades 1, 2, 3, 4, 5, 6, 7 and 8) Music Lesson Education Program. It was determined that these changes were resulted from the need of correcting the mistakes originated from the hastiness, carelessness, indecision and relatively inexperience in the program developing process and conscious interventions towards the content of the program rather than the returns concerning the application of the program. During the development process of the mentioned program, in the beginning, the approach which enabled a democratic participation could not be fixed in the revision studies of the program. Giving 20 items in the draft program, 15 items in the original program and 10 items in the revised program under the title of “Our Values” was reflecting an irresoluteness in this subject. There existed differences between the directives concerning the assessment and evaluation in the draft format of the program and the directives in the original and the revised format. The learning field, given in the way of ‘’Listening-Singing-Playing’’ in the Draft program, was given in the way of “Listening and Singing,” the “Playing” activity was omitted. While there did not exist the directive program in the way of “The students are expected to vocalize eight performances from the activities such as the school songs, folk songs, chansons in a balanced way, it was emphasized in the original and revised texts. In the draft-original-revised texts of the Educational Program; inconsistencies resulted from the errors of fact to a large extent in respect to the attainment numbers, attainment materials and attainment explanations. Even in the revised program, there were attainments which did not have any explanation or expression of activity. The types concerning the traditional Turkish music in the draft text of the program and explanations oriented towards these, were expressed in the original and revised program in a broader and more detailed way. The context of the traditional Turkish music focused program, reinforced in the draft program text, were intensified in the original and revised programs. The reinforced traditional Turkish music focused program context was given in the format of the original and revised format of the “Traditional Music Practice Education and Training Method” which was not involved in the draft text, was given in the original and revised format of the program. It was observed that the attainments oriented towards the traditional Turkish music in the revised program were increased, the samples and activities oriented towards the popular music and contemporary polyphonic Turkish music were not given place adequately. Significant changes were fixed in some attainments concerning Ataturk in three different formats of the 2017 Music Lesson Education Program. As these changes were in the draft program and the attainments concerning Ataturk in the original and revised programs not but what were a peculiar and independent attainment in the draft and original program texts, the attainments, which are shown as an activity explanation in the attainment of “the related grade participates in the musical activity in certain day and weeks,” in the revised program, were fixed.