This article encourages music teachers to consider the complexity of their students' cultural identities and the role these identities play in the formation of students' self-concept. The musical heritage students bring to the classroom may provide a rich foundation of experience for teaching and learning music. Readers are challenged to consider their own cultural backgrounds and experiences for possible preconceptions that may affect the classroom. Culturally relevant pedagogy is discussed as a way to improve the connection between school music curricula and student cultural identity, with specific suggestions and resources provided for the refinement of both curricular content and teaching. (Contains 23 notes.)