The case study data presented on this poster demonstrate my investigation into the impact of culturally appreciative pedagogy on student learning and ensemble cohesion in a collegiate treble choir. Centered on the integration of Brazilian repertoire, the study employed context-rich teaching strategies: a) including historical and sociopolitical framing, b) movement-based learning, and c) engagement with Brazilian culture bearers. These interventions were informed by practitioner scholarship, drawing on recommendations from music education researchers and experts in culturally appreciative pedagogy.Data were collected through student surveys and teacher memos. Survey results indicated that contextual learning had the most significant impact, with students reporting increased emotional connection, enhanced musical interpretation, and stronger ensemble unity. Movement activities supported rhythmic internalization, while guest speakers deepened cultural understanding and boosted student confidence.Teacher reflections echoed these findings, noting heightened student curiosity, stylistic exploration, and embodied learning. Students responded positively to challenges in vocal production and language, and the presence of culture bearers (composers, musicians, and scholars) was especially transformative.The study highlights a key tension in collegiate ensembles: striking a balance between performance preparation and pedagogical depth. Despite time constraints, the data affirm that culturally appreciative teaching fosters inclusive, student-centered environments. These findings contribute to ongoing conversations about equity in music education and offer practical strategies for conductors seeking to reimagine choral pedagogy.