2SLGBTQ+, disabled, and neurodivergent educators face shared workplace struggles that lead them to hide markers of their marginality in their work sites (Brock, 2007; Connell, 2015; Gabel, 2001; Hoben & Hesson, 2021; Mayo, 2007; Palkki, 2023; Taylor, 2018; Thomas-Durrell, 2020; Unwin et al., 2024; Valle et al., 2004). However, hooks (1994) suggests that embracing and integrating marginality into teaching practices is an act of resistance against oppressive dominant narratives. Studies on the practices 2SLGBTQ+, disabled, and neurodivergent music educators depict teachers who use their lived experiences to make their classrooms more accessible (Hopkins, 2024), create safe spaces to express vulnerability (Taylor, 2022), and build sociopolitical consciousness (Taylor, 2022; Taylor & Calaham, 2024). Music educators have been increasingly engaged with critical pedagogical values and practices over the past 20 years (Abrahams, 2005, 2007; Draper, 2022; Giacomelli, 2012; Gowan, 2016; Harkopf & Bylica, 2023; Hess, 2017, 2019; Hill, 2021; López-Peláez, 2022; Mullen & Luna, 2024; Stovall, 2006), though few draw explicit connections between their critical pedagogical practices and their lived experiences at the margins. Authorship on queer and critical disability pedagogies in music education is steadily emerging, such as Sauerland’s Queering Vocal Pedagogy (2022), though much remains to be explored through queer and crip perspectives. This multiple case study/participatory action research gathers nine 2SLGBTQ+, disabled, and neurodivergent educators across Canada from Fall 2025 to Spring 2026 to explore how they can draw on their lived experiences to guide their practice, and reflect on how changes to their pedagogy impact students and themselves. The findings will illuminate how 2SLGBTQ+, disabled, and neurodivergent music educators incorporate their lived experience into their teaching practices and share possibilities for the practical application of queer and critical disability pedagogies in music teaching by educators of all positionalities.