The Hakka group originated from the Central Plains of northern China and gradually migrated southward over many centuries. Throughout this long process, they consistently identified themselves as “guests,” fostering a distinctive cultural ethos of unity and humility. During this journey, they created Hakka folk songs, a musical tradition that has endured since the Tang Dynasty. Often described as living fossils of traditional Han music, these songs have been recognized as part of Chinese Intangible Cultural Heritage. Today, Hakka folk songs are still performed across southern China, Southeast Asia, and other regions of the world, forming a transnational Hakka cultural network. This study was conducted in Shenzhen, Guangdong Province, a rapidly modernizing metropolis with deep Hakka roots and a strong historical foundation in Hakka folk song traditions. However, the influx of migrant populations and the spread of diverse global music cultures in recent decades have gradually weakened the presence of Hakka folk songs in Shenzhen, resulting not only in their decline in daily life but also in a fading awareness of the traditional Hakka values of unity and humility they embody. In response, this study aims to promote the transmission of Chinese Hakka folk songs within primary school music education and to cultivate the spirit of unity and humility among local students. A qualitative research approach was adopted, involving semi-structured interviews with 10 students from Grades 2 and 4 and two music teachers, three months of classroom observations, and document analysis. The findings revealed that although primary school students in Shenzhen possessed limited prior knowledge of Hakka folk songs, they generally showed a positive attitude toward learning them. Moreover, participation in Hakka folk song classes and related activities fostered stronger teamwork awareness, more humble and respectful communication, and more harmonious peer relationships within the classroom. In addition, through learning Hakka folk songs, students developed closer interactions with their teachers and family members, particularly with elder relatives. These experiences contributed to more positive teacher-student relationships and enhanced intergenerational harmony within families. Overall, this study not only focuses on the transmission of Hakka folk songs within primary school music education but also suggests that the core values of unity and humility embodied in these songs can foster students’ character formation, teacher-student relationships, and family interactions. It further underscores the role of music education in sustaining cultural traditions while cultivating unity and humility in contemporary classrooms.