The application of positive psychology in education offers a new perspective for enhancing students’ well-being. This study aims to examine the feasibility of systematically integrating Seligman’s PERMA model—comprising Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment—intogeneral music courses in Chinese higher education and to evaluate its instructional effectiveness. Employing a mixed-methods design, the study compared an experimental group receiving PERMA-informed teaching strategies with a control group following traditional instruction. The findings confirm the applicability of the PERMA model in arts education, promote a shift in music instruction from a skill-based to a well-being-oriented approach, and provide practical evidence for the localization of positive psychology in cross-cultural educational contexts.