Stories can serve as mirrors reflecting a child’s own identity and experiences, as windows offering a view into the lives of others, and as sliding glass doors inviting readers to step into new perspectives (Bishop 1990). Storytelling, whether expressed in songs, poems, dramatic play, and children’s literature, has been an integral part of elementary music instruction for many years (McCarthy, 2007; Hall 2023). The structure provided by a narrative as well as the characters, situations, and illustrations found in children’s books shape the story and can provide tangible references for abstract musical concepts. Combing stories with musical elements can also support opportunities for social and emotional growth. In doing so, teachers can provide children with a multisensory event in which they experience ideas across text, images, and sounds. Hearing, seeing, and enacting these ideas can help students make sense of musical and social/emotional concepts and provides natural opportunities for introducing supporting students’ development of social and emotional learning (SEL) competencies.A growing body of recent research shows that SEL has direct benefits for young learners including developing empathy, improving relationships with peers, learning and applying age-appropriate strategies for identifying emotions (self and others), managing one’s emotions, and appreciating community connections (Cipriano et al., 2023; Learning Policy Institute, 2023). Because these concepts can be abstract and multifaceted, using age-appropriate children’s literature may help students connect SEL competencies with relatable examples. As such, the purpose of this session is to provide practical strategies for using children's literature to support SEL and musical knowledge and skill development. The session begins with an introduction to SEL definitions and competencies and suggestions for selecting children’s literature to support SEL and music learning in the elementary classroom, including an overview of the importance of diversity and representation in materials selected for classroom use. The remainder of the session will provide practical examples of children’s books that align with one of the five SEL competencies. Examples include suggestions for exploring SEL attitudes and skills with young students while also using key story ideas in a variety of music learning activities. These examples offer teachers accessible ways to integrate stories, SEL, and music-making, offering students mirrors, windows, and sliding glass doors to support self-awareness and management and foster empathy for others. Session attendees will be invited to contribute additional ideas for classroom activities that support young students’ SEL competencies (empathy, community connections, relationships, etc.) and expand on ideas for musical knowledge and skill development.