This study investigates how music education in Komenda Edina Eguafo Abrem (KEEA) Municipality of Ghana shapes and expresses learners’ cultural identity. Drawing on Social Identity Theory and Cultural Transmission Theory situated in the interpretivist paradigm, using qualitative approach and case study design, the research explores the intersection of national policy reforms, indigenous musical traditions, and classroom practice. Data were collected from teachers, school administrators, learners, and community music practitioners through interviews, focus groups, classroom observations, and document analysis. Findings revealed that while Ghana’s curriculum reforms and cultural policies aim to integrate indigenous music and foster cultural identity, implementation is hindered by limited teacher training, inadequate resources, and inconsistent school-community collaboration. Teachers and learners value indigenous music for its role in cultural expression and belonging, but Western music remains dominant in classroom practice. The study highlights the need for context-sensitive pedagogy, sustained community partnerships, and resource investment to bridge the gap between policy and practice. Recommendations are made for teacher professional development, curriculum reform, and increased engagement with local practitioners to ensure music education in KEEA supports the preservation and transmission of Ghana’s rich musical heritage.