In this article the author's examine, through the cases of Finland and Cambodia, expressions of constructive patriotism in educational policy, curriculum documents and music teacher actions and reflections. This study is part of a broader cross-cultural exchange project: "Multicultural Arts University", between researchers and music education students from the Sibelius Academy, University of the Arts Helsinki, Finland, and music and dance programs run by two Non-Governmental Organizations (NGOs) in Cambodia. As a multiple case study, focusing on Finland and Cambodia, the study presents each nation as a "unique life", very different contexts providing different perspectives and insights into patriotic expressions in music education policies and practices. These two cases have been selected not to maximise the generalizability by "sampling of attributes," but to maximise "opportunities to learn" (Stake 1995, 6), to understand an issue or problem using [these two] case[s] as a specific illustration. This article explores both "the common characteristics" (Stake 2006, ix) as well as "situational uniqueness" (x) of the cases to the extent they illustrate the phenomenon under study, as the author's ask the questions: How are patriotic sentiments expressed through music education policies and practices in Finland and Cambodia? In what ways can patriotic sentiments be seen to reflect the changing notions of national identity, in the context of globalization?