In this short paper, I examine the critical distinction between cultural appropriation and cultural appreciation within choral music education and its implications for curriculum design and teacher preparation. Drawing on the pedagogical suggestions of Abril (2006), Cho (2015), Beveridge (2022), Parr (2006), Yoo (2017), and Fung (1995) as well as practitioner experience from a collegiate choir case study focused on Brazilian choral repertoire, I propose a framework for intentional, respectful engagement with culturally diverse music that aligns with principles of equity and inclusion in school and teacher education contexts. I collected data through observations, rehearsal plans, and instructor reflections from the case study, and analyzed using thematic coding to identify patterns in pedagogical decision-making and teacher-student interactions. Findings highlighted three central themes: (a) the role of power, positionality, and cultural authority in repertoire selection; (b) the pedagogical impact of culturally grounded teaching strategies—including collaboration with culture bearers, embodied learning, and contextual framing; and (c) shifts in student engagement, musical understanding, and ensemble cohesion when culturally appreciative approaches are implemented. In this paper, I argue that intentional, equity-centered engagement with global choral music can enhance both artistic and educational outcomes. I conclude by proposing a conceptual framework for culturally appreciative choral pedagogy that integrates curriculum theory with practical teacher preparation considerations. This framework offers implications for music teacher education, underscoring the educator’s role in ethically informed artistic leadership and the cultivation of inclusive, culturally responsive learning environments. Keywords: cultural appropriation, cultural appreciation, inclusive pedagogy, choral music education, teacher preparation