This qualitative study presents a theory of spiritual experiences in Dalcroze Eurhythmics generated from four qualitative research studies by the authors. Two of these are literature-based ('A conceptual model of spirituality in music education' and 'A conceptual study of spirituality in selected writings of Émile Jaques-Dalcroze') and two are based on lived experiences ('Exploring lived experiences of spirituality amongst five Dalcroze teachers' and 'Stories students tell about their lived experiences of spirituality in the Dalcroze class'). The theory is generated by concepts, constructs and propositions that emerged when the data from all four previous studies were revisited and coded for causality. Since the theory of Dalcroze Eurhythmics and spiritual experiences is multifaceted, we used a diamond as a metaphor to show our findings. We propose that if participation in Dalcroze practice can connect us to ourselves, others, the environment, the sacred (that which is made special, set apart, nurtured, loved, enjoyed, respected or considered important), or facilitate transcendent, holistic or transformative experiences, then spiritual experiences may occur. With this theory, we hope to create heightened awareness of the spiritual potential in the Dalcroze class and communicate the pedagogical thoughtfulness and tact that are required when teaching using the Dalcroze approach.