Children who are Deaf and Hard of Hearing (DHH) using Listening and spoken language (LSL) as their primary mode of communication have emerged as a growing population in general education and special education classroom settings, and have educational performance expectations similar to their same aged hearing peers. Academic instruction that emphasizes language and literacy development according to best-practice recommendations will be even more effective if children are engaged and excited about the learning experience. The potential benefits of utilizing music within the preschool curriculum can facilitate auditory perception skills, increase speech and language development, and enhance literacy instruction in fun and meaningful ways. Educators need not be musical experts nor do they need to be talented singers or musicians. Understanding the language and academic needs of children who are DHH, combined with advanced planning and creativity, can result in significant benefits to children's academic, linguistic, social, and emotional development. Goal oriented planning will help ensure that activities are purposeful and beneficial, with care taken that activities do not become chaotic. Children using hearing technology should be observed to make certain that musical activities are not uncomfortable. Although technology can be programmed to limit excessively loud sounds from entering into the ear, collaboration with the audiologist can help to optimize the child's educational experiences in a musically and linguistically rich environment. As summarized by Plato, "Music is a more potent instrument than any other for education, because rhythm and harmony find their way into the inward places of the soul."