In this paper, the author reflects on a personal experience he had while attempting to establish a Ramadan Music Accommodation to support four Muslim students who hoped to be exempted from their music lessons during the month preceding Eid-al-Fitr. While this paper outlines a context--and degree--of cultural responsiveness, it also details some of the challenges and concessions that can arise when one fails to foster robust inclusion. Following a reflective discussion that is organized into the four themes of curriculum, policy, dialogue, and inclusion, the author outlines a series of recommendations that can lead to richer culturally responsive pedagogy.