How interdisciplinary music education should be provided constitutes the problem situation of this study. In the MEB system, where art (music and painting) and sports classes are not as important as academic subjects (Turkish, Mathematics, etc.) or are left behind, it is imperative to determine how music classes can be conducted interdisciplinary. How can music lessons be conducted in a multidisciplinary manner? The question has been examined and answered from the perspective of an individual who was once a music department student and is now a social studies teacher. The study is a case study that attempts to present a perspective on music education from the viewpoint of a social studies teacher. This study examines the perception of the music department from a social studies teacher who has received education in the music department. As a result of this study, it is necessary to ensure that music education develops musical talent and nurtures students to become better learners, more sensitive researchers, and productive individuals. For individuals to comprehend cultural diversity, creative drama classes must be included in music departments. Additionally, it may be possible to recognize and analyze the cultural diversity of music from different cultural backgrounds through courses such as media literacy. Basic music education practices should not be theoretical but should involve elemental music and movement education that actively engages students while learning, utilizing the Kodály, Dalcroze, and Suzuki methods. In addition to tests based on individuals' IQ scores, it is necessary to conduct tests that will enable individuals to understand their brain development and cognitive functions. [This chapter was published in: "Current Approaches in Education Science," edited by Nihat Karaer, Platanus Publishing, 2025, pp.97-112.]