Music education researchers have a lengthy history of examining reasons why individuals seek participation in musical activities. Within that history, however, the concept of ‘possible selves’ (Markus & Nurius, 1986) has received little attention until recently. In the broadest terms, possible selves are a person’s impressions of what they might become, what they would like to become, and what they fear becoming. This view of self-concept moves beyond a simple collection of self-attributed traits to encompass the idea that individuals actively manage their choices and actions in order to promote desirable selves and inhibit less-desirable selves. The focus of this article is a systematic review of research and related literature concerning possible selves with specific attention to potential implications for the participation and persistence of adolescent boys in choral music education.