This chapter examines the relations between musical ability and other cognitive abilities, with special emphasis on language. It discusses hypotheses of far transfer, the role of standardized tests of musical aptitude, and the findings of meta-analyses on the effects of music training on language, memory, and intelligence. Rather than repeating the popular claim that music automatically improves every other domain, the chapter offers a more careful assessment of the empirical evidence and its methodological limits. In doing so, it defines a more realistic basis on which music education may be related to broader cognitive development. Its argument therefore defends the value of music education without burdening it with exaggerated promises.