Humanity has recently steered itself into an era of environmental instability where the earth is ravaged of its natural resources, where the biodiversity of living organisms is decreasing everyday, and where a rapidly growing human population has become a driving factor in an impending ecological crisis (Rockström et al., 2009; Steffen et al., 2011). Research is increasingly focusing on the roles and responsibilities of public schooling in addressing this crisis (Cassell & Nelson, 2012; Nelson, 2010; Orr, 2004; Stone & Barlow, 2005). However, explicit discussion on the role of music education is being largely neglected. What are the roles and responsibilities of music educators in addressing the impending ecological crisis? The purpose of this article is to discuss implications for the relationship of music education to education for sustainability within the framework of multicultural education. Bennett Reimer's (2003) synergistic philosophy of music education provides a conceptual lens through which to make this connection in a way that not only keeps to the integrity of music education as a discipline, but also addresses issues in multicultural education. In this article, the author first discusses how the field of multicultural environmental education is making space to address multicultural issues in education for sustainability. Next, he briefly summarizes Reimer's synergistic philosophy of music education--specifically his discussion of the feeling dimension of music--and demonstrate how the field of multicultural environmental education is increasingly recognizing the role of emotions in teaching and learning. Utilizing Reimer's philosophy, he concludes with a discussion of music education in education for sustainability through a multicultural perspective.