This paper attempts to explore the underpinning pedagogy in Tharu culture -- songs and dances of Dangaura Tharus- performed in various feast and festivals. Along with this, my study focused on examining the connections of the Tharus' pedagogies with that of the formal and non-formal schools. I employed interpretivism as a research paradigm and ethnography as a research design which includes focus group discussion, observation and interview with Chairperson of Guruwas (Tharu Priests), 4 Morihyas (leader of Singer), 4 Barghars (village Chief) and 4 Tharu social elites of the Kailali district of the Far western province as methodology. I interpreted the pedagogy embedded in Tharu dances and songs; interconnected to western learning theories, Gardner's multiple intelligence theory and Aboriginal pedagogy. I theorize the objectives, contents, teaching methods, evaluation process and revision process embedded in Tharu songs and dances. I concluded that each culture has its own pedagogical process and pedagogy embedded in any culture can be applied for learning in formal as well as non-formal education systems. It is where I expect that the present study is of substantial importance for the teachers, educational planners, policy makers of formal education.