Pedagogical Background Culturally Sustaining Pedagogy (CSP) is a useful framework for music educators seeking to effectively teach increasingly diverse student populations. As a pedagogical approach, CSP affirms children’s cultural identities while critically examining systems of access, representation, and power in schools. This approach becomes particularly impactful when teachers engage with “kid culture,” or the environments and activities unique to children. Kid culture offers a wealth of music and media preferred by students and learning processes that differ from those typically used within schools. Researchers have noted that media, including television, video games, and the internet, significantly influence kid culture, with children often incorporating elements from media into their musical play (Burn & Richards, 2014; Marsh, 2008; Vasil 2013; Willett et al., 2013). Outside school, children typically learn music by ear, alone or with peers, copying preferred music, and focusing on rhythm before pitch, often exhibiting advanced musical creativity without formal training (Green, 2008). These informal learning processes align well with CSP. Aim The aim of this workshop is to demonstrate how meaningfully implementing CSP in music education requires moving beyond diversifying repertoire to engaging in children’s cultural practices, encompassing their cultural knowledge, and involving critical self-reflection by teacher and students. Approach The author engaged in CSP through a continuous cycle of teaching and reflection, akin to Freire’s (1970) action-reflection. This approach informed the development and adjustment of six music lessons rooted in kid culture. Each is framed by the tenets of Culturally Sustaining Pedagogy: (1) Funds of knowledge: An asset-based view where teachers focus on students' existing knowledge, experiences, and skills; (2) Decolonization: Efforts to dismantle dominant White structures within education; and (3) Critical reflexivity: Involves both students and teachers critically examining and discussing problematic educational practices. Result The lessons collectively demonstrate the core tenets of CSP by (1) leveraging children’s existing funds of knowledge (e.g., their familiarity with playground games, video games, restaurant chains, and musical artists; (2) embracing learning processes common in kid culture that depart from traditional music instruction; and (3) providing space for critical reflexivity for both teachers and students. Conclusion Understanding how CSP can be realized through kid culture offers new possibilities for education, building bridges between kid culture and education and cultivating classroom environments where scholarship and student voice intersect through music, movement, and shared culture. Researchers are encouraged to investigate kid culture in their communities to further validate student knowledge, decolonize classrooms, and prompt critical discussions central to CSP. Kid culture provides an accessible, fun, and authentic means for teachers to engage students.