Gospel music is an African American invention that has made significant contributions to the cultural landscape of North America, being influenced by, and having influenced Black musical genres such as jazz, blues, soul, R&B, funk and hip hop, as well as many mainstream popular music genres and artists (Marovich, 2015; Sarath, 2018). The existence of curricular gospel music programs at Canadian public postsecondary institutions is extremely limited. Furthermore, gospel music, like many other forms of Black music, has historically been deemed as not worthy of study in the academy (Boyer & Moore, 2010; Burke, 2021; Cox, 1996; Hamilton, 2021). The Ontario ministry review of the Peel District School Board (Chadha, Herbert & Richard, 2020) and the Dreams Deferred report (Ontario Human Rights Commission, 2025) provide evidence that anti-Black racism exists in Canadian schools and is manifested through the exclusion of Black history and culture from academic school subjects. These exclusions result in negative academic outcomes for Black and other marginalized students. Studies in the United States suggest that participation in gospel choirs affords postsecondary students from diverse cultural backgrounds many musical and social benefits, while also providing Black students with a sense of belonging, ethnic pride and resilience to overcome academic challenges (McCrary, 2001; Sablo, 2008; Strayhorn, 2011; Walker & Young, 2003). The purpose of this study was to examine the perceptions and benefits of curricular gospel choirs amongst students who have been participating in such courses at the only three Canadian public postsecondary institutions currently offering them: York University, Humber College and the University of Toronto. Employing collective case study as the research methodology, and purposeful/snowball sampling to recruit a diverse population of study participants, the findings of this study suggests that both Black and non-Black students benefit from curricular gospel choir courses by: a) developing musicianship skills (i.e., aural musicianship, composition, vocal technique, rhythm and groove); b) developing a deeper understanding of Black history and culture (i.e., how gospel music evolved from African American spirituals, how gospel music has influenced popular music genres); and, c) developing social skills (i.e., a sense of belonging, improved confidence, positive social interactions, improved academic progress, overall well being). This research informs Canadian and global postsecondary institutions seeking to decolonize and diversify their music curriculum by offering gospel music studies as a viable curricular inclusion that can benefit students, and future music educators, in various ways, not just musical.