While working with music teachers in training at the university level, the author learned how helpful it can be to model a curriculum that mirrors America's changing demographics. As a Native American who grew up on the Stockbridge-Munsee Indian Reservation, in central Wisconsin, she discovered that Native history and culture were absent from coursework from kindergarten to college, despite the fact that a large proportion of students at the schools were tribal members. She wondered if perhaps children from other backgrounds encounter the same situation today in the United States, and wanted her pre-service teaching students to be aware of this. This article describes a project with the author's 2002-2003 elementary general music methods class at Lawrence University's Conservatory of Music. University students were challenged to create and present a developmentally appropriate project for elementary age students that focused on a culture group different from their own. Their research was to have direct application to their future music classrooms. Completion of the project showed students in a new light. Creativity was unleashed, their communication and problem-solving skills improved, and they honed their ability to write an appropriate lesson plan.