Growing up as a South Asian–Sri Lankan student, I recall having a deep desire for cultural representation in school. Even in my own teaching career I struggled to find South Asian music resources, and that eventually compelled me towards research in this field. This study employed an Action Research methodology situated within an anti-colonial framework which allowed me the opportunity to highlight the participants’ positionalities, critically question what music best serves the students of the classroom, resist colonial practices, and institute social change by creating a new way forward. The integration of South Asian music was facilitated using World Music Pedagogy as a pedagogical framework. This framework enabled the inclusion of South Asian and Western pedagogical practices that generated opportunities to compare similarities/differences, build, and recognize interconnections of the socio-cultural-musical contexts of the musics learned. The goal of this research was to create a curricular balance of windows, mirrors, and sliding glass doors in order to accurately reveal and reflect the students’ realities; consequently, enabling for the composition of a culturally responsive classroom in which both teachers and students felt empowered. This study considered the effectiveness of this implementation and how it assisted in the development of the students’ self-identities.