In response to global social transformations, music education policies have continually evolved to address emerging educational priorities. Since the 1972 Declaration of the United Nations Conference on the Human Environment, the concept of sustainable development has gradually taken shape, gaining visibility through milestones such as the 1987 Our Common Future report and the 1992 Earth Summit, and culminating in 2015 when the United Nations adopted the 17 Sustainable Development Goals (SDGs) as a blueprint for global education and sustainable development. Education lies at the heart of this agenda, and music education, as part of arts education, serves vital functions of aesthetic cultivation, cultural transmission, and social engagement. Integrating the SDGs into music curriculum not only broadens students’ perspectives on global issues but also underscores the role of music teachers in advancing educational policy and promoting sustainability-oriented practices in schools.This study investigates Taiwanese music teachers’ perspectives on integrating the SDGs into music curricula through a self-developed Questionnaire on Integrating the SDGs into Music Education. The instrument was designed around three dimensions: cognitive value, curricular practice, and challenges and reflections. Cognitive value examined teachers’ awareness and understanding of embedding sustainability within music education; curricular practice explored how teachers translate SDGs principles into instructional strategies and classroom activities; and challenges and reflections addressed the obstacles and constraints teachers encounter in the implementation process. Approximately 250 music teachers participated in the survey, representing elementary schools, secondary schools, universities, and private studios across Taiwan. Items were constructed on a five-point Likert scale, and background variables—including gender, educational stage, administrative region, teaching experience, and Educational Qualifications—were analyzed to compare perspectives and highlight contextual differences.Through survey data and analysis, this study provides an in-depth understanding of Taiwanese music teachers’ perspectives on integrating the SDGs into music curriculum, examined across the three dimensions of cognitive value, curricular practice, and challenges and reflections. These results underscore the need for stronger institutional support, targeted professional development, and clearer policy guidance to facilitate the integration of SDGs into music education. By providing empirical evidence, this study contributes to a deeper understanding of how music education can serve as both a response to global educational policy trends and a means of aligning local curricula with the international agenda for sustainable development, thereby reinforcing its role in cultural transmission, social transformation, and policy implementation.