This paper theorises Country Up, an Indigenous pedagogical framework that repositions music education through the epistemological and ontological foundations of Country. Originating in the knowledges, stories, and language of the Yugambeh people of South-East Queensland, Country Up situates Country as the first teacher and as the central source of learning. It calls for a fundamental reorientation of music education; from teaching about culture to learning from and with it, through sound, story, and movement.As a theoretical contribution, Country Up draws upon Indigenist and decolonial thought to argue that music education must be grounded in relational epistemology, where knowledge is not abstracted from place but emerges through living relationship with Country. Within this framework, music is understood as more than performance or notation; it is a mode of being that expresses the interconnectedness of land, people, language, and spirit. Song becomes a vessel of cultural continuity, while movement and rhythm embody the patterns of Country itself.Rather than adding Indigenous content into pre-existing structures, Country Up proposes a paradigm shift in which pedagogy begins with Country, its stories, sounds, and laws, and extends outward. It positions educators as participants in a reciprocal learning relationship, guided by principles of respect, responsibility, and care.In alignment with the ISME 2026 theme Unity in Music Education: Building Bridges for All, this paper argues that unity cannot be achieved through assimilation, but through shared relationality. Country Up offers a transformative pathway for educators to engage ethically with Indigenous knowledge systems, restoring music education as a site of living practice, cultural continuity, and collective belonging. Through this approach, the act of listening; to Country, to each other, and to the more-than-human world, becomes the foundation of pedagogical transformation.