Music education is recognized not only for developing aesthetic and technical skills but also for transmitting cultural knowledge and shaping identity. In Indigenous education, music and songs function as repositories of oral traditions, linguistic expression, and communal values. Grounded in culturally responsive pedagogy and theories of identity development, this study conceptualizes Indigenous music teaching as a form of heritage preservation and intergenerational knowledge transfer. Specifically, it examines how Indigenous educators integrate language, history, and worldview into musical practices, thereby positioning music education as both an artistic and cultural endeavor. The present study aims to explore how three Indigenous music teachers from the Truku, Pangcah (Amis), and Paiwan communities conceptualize and implement music education within school and community settings. The focus lies in understanding how their pedagogical approaches foster cultural identity among children while simultaneously developing musical competence. This research seeks to elucidate the multifaceted functions of Indigenous music teaching, including language transmission, reinforcement of cultural narratives, and enhancement of students’ sense of belonging. Employing a multi-case study design, each case centers on one Indigenous music teacher. Data collection methods comprised in-depth interviews, classroom observations, and analysis of teaching materials and repertoires. A qualitative interpretive approach was utilized to identify themes related to pedagogical strategies, cultural integration, and student engagement. Triangulation across cases ensured the credibility of findings, while attention to contextual differences highlighted the distinctiveness of each community’s practices. The findings indicate that all three educators utilize songs as essential tools for teaching Indigenous languages, embedding vocabulary, pronunciation, and cultural concepts within musical practice. Students not only acquire musical knowledge, such as rhythm, melody, and performance skills, but also internalize stories, rituals, and values encoded in traditional songs. Across cases, music served as an entry point for children to engage with their heritage and cultivate pride in their cultural identity. Despite contextual variations, the pedagogical convergence underscores the role of Indigenous music teachers as both cultural custodians and educational innovators. This study demonstrates the transformative potential of Indigenous music education in sustaining cultural knowledge and shaping identity. It emphasizes the importance of recognizing Indigenous teachers as agents of cultural revitalization and integrating their pedagogical approaches into broader music education frameworks. For educators and policymakers, the findings suggest that music education should adopt culturally responsive practices, empower community voices, and acknowledge the inseparable relationship among music, language, and identity within Indigenous contexts.