This article explores the development of utilizing music as a Personal Practical Theory (PPT) in the teaching of English and history. Specifically, the authors explore the nature of PPT's, the benefits of utilizing music, and the process through which teachers begin using a new approach in their pedagogy. Unique contributions are the application of PPT to a particular teaching strategy and the framing of such strategy within the theory presentation as noted by Chant (2009) and Cornett (1990). The authors discuss their own processes in beginning to use music in their non-music classrooms and generate several pedagogical strategies.