This article reports a cross-cultural analysis of journal articles pertaining to large ensembles published in English and Chinese languages from 2007–17. Topics addressed in the articles included issues of equity and access, the value of large ensembles in young people’s lives and to the field of music education, the development of large ensemble music education in Asia, and implications for the field of conductor-teacher preparation. Three conceptually distinct but interrelated themes emerged: power, participation, and pedagogy. “Power” refers to the authority, command, and influence commonly associated with conductors. “Participation” refers to issues of access, recruitment, retention, attrition, and other sociological issues related to participation in large ensembles. “Pedagogy” refers to calls for changes in the teaching and delivery of large ensemble programs. The article closes with recommendations for international research and pedagogical development concerning music education’s large ensembles.