In September 2021, Taiwan’s Ministry of Education (2021) launched the Bilingual 2030 policy to implement K-12 Mandarin-English bilingual education. The policy aims to raise English proficiency and requires many subject teachers to teach in English, which has sparked controversy (Liu & Min, 2022). In music education, three challenges arise: (1) pressure to teach in English redirects lessons toward language rather than music (Liu & Min, 2022); (2) inadequate materials, guidance, and training to support implementation, diminishing instructional quality (Liao, 2021); and (3) compulsory implementation exacerbates existing inequalities, reinforcing social selectivity and language-capital ideology (Huang, 2021; Huang, 2023).To address these issues, this exploratory case study (Thomas, 2021) examines teacher perspectives and practices in elementary general music classrooms under this policy. The research framework is grounded in Critical Policy Analysis (Taylor, 2017) and Critical Discourse Analysis (Fairclough, 2013) to understand how the policy shapes pedagogy, educational inequality, and teacher agency. Using maximum variation sampling (Patton, 2014), I recruited music teachers from diverse Taiwanese regions; each took part in three 40-minute observations and three 30-60-minute interviews. Data were analyzed through open and focused coding (Emerson et al., 2011), synthesized via within- and cross-case analyses (Yin, 2014), and strengthened by triangulation (Thomas, 2021) and member checking (Creswell & Poth, 2025).The analysis revealed three key themes: (1) Taiwanese Government Responsiveness to Stakeholder Voices in Policy Transformation. All participants reported teaching challenges since the policy began. Nonetheless, through teacher appeals and dialogue, the government has adjusted the policy content to be more adequate for stakeholders. (2) Reconstructing Professional Identity in Response to Taiwan’s Bilingual Education Policy. All participants reconfirmed their identity as music teachers and adapted strategies to better meet student needs, keeping music learning central. They emphasized that their primary role is music educator, not English teacher, and that greater teaching autonomy is needed. (3) Employing Translanguaging Pedagogy to Facilitate Learner-Centered Music Instruction. All participants demonstrated fluid use of Chinese and English, with some also using Taiwanese, exemplifying translanguaging pedagogy. They highlighted the importance of students’ home languages to support participation, deepen understanding, and connect music learning to lived experience.In conclusion, these bilingual music teachers show the Taiwanese government’s willingness to recalibrate policy while affirming teacher agency. Participants reconfirmed professional identity and employed translanguaging to adapt to the policy’s impact. This study offers insights for policymakers and professional development providers to reshape future policy.