This presentation introduces a three-year Professional Learning Community (PLC) initiative launched in Québec (Canada), aimed at exploring how music education can contribute to the prevention and remediation of language difficulties in preschool and primary settings. Grounded in findings from speech-language pathology and educational neuroscience (Descamps et al., 2025), this initiative brought together music educators, speech-language pathologists, pedagogical consultants, and classroom teachers from the province’s five largest school boards. This inter-institutional collaboration enabled the co-development of pedagogical resources based on evidence-informed practices and adapted to diverse educational contexts.The project was structured around a design-based research (DBR) framework and progressed through three annual phases (Anderson & Shattuck, 2012). Each phase integrated virtual professional development sessions with in-person collaborative workshops. The key objectives were to: (1) align musical interventions language difficulties; (2) create inclusive, differentiated materials for children with dyslexia, developmental language disorder, and related learning profiles; and (3) refine these tools through iterative cycles of classroom-based data collection and analysis.Preliminary findings from the first two phases (2022-2024) suggest that music-based activities show potential in supporting core cognitive-linguistic domains such as phonological awareness, self-regulation, and learner engagement (Degé & Schwarzer, 2011; Patel, 2011). These approaches appear particularly promising in early education contexts. The co-developed teaching materials have been positively received for their contextual relevance and adaptability to diverse learner needs.The current phase (2024-2025) centers on broader implementation and empirical validation. A dedicated web platform is under development to ensure equitable access and to support dissemination across school districts. End-of-project strategies include stakeholder presentations, publication of digital resources, and continued capacity-building through targeted training.This initiative underscores the scientific and social relevance of interdisciplinary collaboration in education (Vescio, Ross, & Adams, 2008). By integrating principles from music, language sciences, and pedagogy, the project fosters inclusive practices and enhances professional competence across sectors. It presents a scalable model for music educators seeking to engage in research-informed innovation to better support students with complex educational needs.