This paper presentation focuses on results from a Canadian action research study that positions integrated music education as essential to learning in a pedagogy of Arts-Based Multiliteracies. Arts-Based Multiliteracies are defined as “making meaning and communicating through the sign systems of the arts interacting with other sign systems” (Peters & Mongeon-Ferré, 2025, p. 11). Music and arts literacies are understood to be unique, expressive, creative, and are equally important to all other literacies (Barton, 2020). Arts-based multiliteracies are conceptualized within a theoretical framework of complexity thinking (Davis & Sumara, 2006), critical pedagogy (Freire, 1970; Kincheloe et al., 2018), and multiliteracies (Kalantzis & Cope, 2023; New London Group, 1996).The aims of this multi-year research were to identify, analyze, and implement arts-based multiliteracies approaches for designing teaching and learning with the arts in a pedagogy of multiliteracies. The research goals of the critical participatory action research were realized through 101 anonymous online bilingual questionnaires, 31 virtual bilingual interviews with teachers and administrators, and action research cycles in twelve Manitoba Grades 1-12 English, French, and French Immersion classrooms.Results from the research classrooms illustrate rich ways that authentic music learning and arts literacies “afford a realm of unique and powerful resources for perceiving, for meaning making, and for communicating understandings about the self and world” (Peters & Mongeon-Ferré, 2024, p. 127). Students and their teachers from each classroom explored interdisciplinary curriculum and assessment and connected music and other subject areas in meaningful and engaging ways that developed student agency and identity. The presentation shares participants’ stories of practice that provide compelling evidence for the power of music literacy to engage, catalyze, and make meaning; bridge multiple subject areas; and offer opportunities for collaboration between classroom teachers, music specialists, and communities. Classroom results provide inspiration and models for integrated music education and for teacher leadership and collaboration through innovative approaches.The study implications highlight the importance and the need for both disciplinary music learning and integrated music learning for students of all ages. The study illustrates the need to recognize music as a literacy within and beyond the confines of the music classroom. The study findings are significant for offering diverse ways to implement music learning as part of a pedagogy of Arts-Based Multiliteracies. Music affordances foster unity, engagement, “empathy, understanding, and connection” (International Society for Music Education, 2025, para. 3) as part of Arts-Based Multiliteracies learning.