Wellbeing strategies are receiving greater attention in Australian schools; however, there is minimal literature examining the self-care strategies for music teachers. Self-care is a holistic and non-medicalised approach that is individual, adaptable, and accessible, and is defined as anything one can proactively do to assist in the development, protection, and maintenance of their health, wellbeing or wellness, enabling individuals to be the best version of themselves. Since the 1990s music education in Australia has been taught inconsistently, with limited time allocation in the school curriculum coupled with preservice teachers receiving inadequate music training. Furthermore, educators in general across the globe continue to experience increased challenges in both schools and academic institutions stemming from excessive workloads, an intense working pace, significant administrative burdens, and high student and institutional expectations. Linking with the conference theme of access, equity and innovation this research utilises a strength-based approach through positive psychology, by identifying the self-care practices music teachers and educators utilise to support their wellbeing that is accessible for all. This presentation explores the self-care practices of two Australian music educator-researchers working in schools and university settings. Two multimodal narratives with accompanying photographs will be presented exploring the ways these music teacher-researchers remain rejuvenated in their roles. Their narratives were deductively analysed thematically utilising Lemon’s (2024) self-care framework of self-compassion, mindfulness, habits, time and empowerment. From a strength-based approach, findings offer practical examples that are accessible, personalised and demonstrate how music educators can utilise strategies they know work for them in the development of their own self-care tool kit. With schools being increasingly measured by standardised testing and the continuation of neoliberal agendas playing significant financial pressures on universities and educational settings this research moves away from a deficit model to one of hope and optimism. Bridging the future of music education, this research provides an opportunity within positive psychology, wellbeing and self-care for practical, adaptable and accessible self-care strategies that can enable both music teacher-researchers, their students and music education to flourish.