This research critically reflects on co-facilitating a perinatal singing program in a regional community in Victoria, challenging traditional adult education models. Utilising Kolb (1984) and Brookfield's (2005) reflective lenses, and Kemmis et al.'s (2004) participatory praxis cycle (PAOR), co-facilitators (a mother-daughter dyad) interrogated practices, power-sharing, and emergent understandings. The case study suggests that the term creative pedagogies does not apply to this context and the author reimagines the learning as creative 'polygogies', which, supported by thoughtful attention to the influence of architecture and space of learning, offer transformative opportunities for inclusive, accessible human-centred adult education, particularly for marginalised groups such as perinatal mothers and all-ability families. The author calls for a broader acknowledgment of learning beyond formal settings and highlights the potential for such community-based initiatives to provide psychosocial support and counter individualistic narratives in early parenting. Future work is needed to activate accessibility and target specific marginalised groups. Participant reflections represent written documentation elicited from a participant or a compilation of comments from several participants. No actual participant names were used.