Songwriting has gained more and more attention in the music education literature (Draves, 2008; Kratus, 2016; Tobias, 2013; Randles, 2023) and in the study of songwriters and the music business (Dylan, 2022; Johansson, 2020; Perricone, 2018) in recent years. In the US, songwriting has emerged as a component of modern band. It involves employing musical and lyrical creativities that tap into musicians’ understanding of the human condition (Hughes & Keith, 2019), that in turn impacts their self-esteem in positive ways (Draves, 2008), and elevates their human spirit. Songwriters discuss how writing songs helps them study the ways that humans communicate (Tweedy, 2020), requires studying both the light and shadows of the human psyche (Dylan, 2022), and actualizes and affirms the human condition (Burnard, 2012). In this presentation, the authors synthesize the latest work on songwriting in music and music education through the lens of spirituality, particularly a conceptual model by Van der Merwe and Habron (2015) that suggests that corporeality, relationality, spatiality, and temporality can be used as major-guideposts in the understanding of the existence of spirituality in music education. Songwriting is proposed to meet the requirements of a spiritual experience as defined by Van der Merwe and Habron (2015). This presentation takes the shape of four vignettes that illustrate these principles in practice.