This research examines the Secondary School Music Lesson Curriculum, which was won in 2018, and the new curriculum updated in 2025 within the scope of the "Türkiye Century Education Model" comparatively from various aspects. The aim of the research is to contribute to music teachers' more effective planning of their teaching processes by revealing the similarities and differences in the purpose, theme/learning area, achievement, course duration and measurement-evaluation processes between the two programs. In the study carried out with document analysis, one of the qualitative research methods, the official contents of both programs were analyzed and analyzed using the content analysis method. As a result of the research, it was concluded that the 2018 program adopted a constructivist and skill-based approach; On the other hand, it has been determined that the 2025 music lesson curriculum is directed towards a more holistic, value-oriented and interdisciplinary structure. In addition, differences were observed in the content, outcome-course duration changes, learning outcome/gain structures, learning areas/theme distributions and measurement-evaluation approaches. It is thought that evaluating these changes in terms of their effects on teachers' practice processes will not contribute to the quality of music education by contributing to teachers in schools.