Meaningful and practical wellbeing strategies are needed to support young people living healthy lives. Wellbeing literacy is a positive psychology capability model for how people communicate about and for their wellbeing experiences, providing a framework for individuals to intentionally comprehend and create wellbeing languages to sustain and improve their own and others’ wellbeing (Oades et al., 2025). Contemporary views of literacy consider music a multimodal symbolic language and music is gaining recognition for its wellbeing benefits. This applied interdisciplinary study brings together theory and practices from positive psychology, education, and music to advance our understanding of the multimodality of wellbeing languages (Lemon et al., 2025). A case study was conducted with students attending an Australian music-focussed senior secondary school to examine adolescent music-wellbeing literacy capabilities and experiences. The school primarily serves disengaged youth, and music, particularly songwriting, is used to re-engage students and support them towards positive educational and life outcomes. Three Year 11 students, Aurora, Ellie, and Rowan (aged 16), participated in individual share and tell narrative interviews incorporating creative arts-based methods (Goopy, 2026). Multimodal narratives co-constructed with youth are presented, incorporating text, drawings, and original music. Findings expand our understanding of multimodal wellbeing literacy and offer a new perspective on how adolescents with substantial experience in music education intentionally respond to and create music to support healthy everyday living, revealing that music was used for wellbeing, and music was also an act of wellbeing. Five music-wellbeing literacy experiences and outcomes were derived from student narratives: flow, emotion management, connection, identity work, and learning. Examples are provided of how adolescents can be supported by intentionally incorporating music-wellbeing literacy capabilities in and beyond the music classroom. Further research is needed to understand music-wellbeing literacy in diverse cultural contexts and its interaction with other literacies.