This roundtable will provide a space to discuss resonances between ethnomusicology and music teaching and learning. Positioned at the intersection between these domains, the Education Section has long been interested in generating conversation about past, present, and future convergences between SEM and music education. Participants will reflect on the Education Section and their work in both informal and formal music teaching and learning; K-12, higher education, and life-long contexts. Participant one will review the history and ongoing activities of the SEM Education Section, highlighting its evolving mission, initiatives, and contributions to the field. Participant two will discuss the Education Section’s mission to promote “intercultural music education and instruction,” arguing that the future relationship between music education and ethnomusicology would benefit from centering musicality and pedagogies of musical traditions rather than a sole focus on the music itself. Participant three will consider Black girls as curriculum architects and knowledge producers, not merely subjects of culturally responsive music education. Centering Black social dance as embodied practice, their stance will cultivate relational intelligence attentive to interoceptive awareness and social-emotional learning. Participant four will ask how we can build curricular structures that make community music and folklife practices more accessible and sustainable while training students to engage music learning as collaborative, community-grounded practice. Participant five will expand these considerations into higher education, addressing the benefits and challenges of teaching ethnomusicology at the undergraduate level. All five participants will reflect on the ongoing relationship between ethnomusicology and music teaching and learning in our contemporary climate.