Multicultural music education and diversity in the elementary general music classroom continue to lie at the center of music education discourse seeking to decolonize elementary general music programs. There are many non-canonical music teaching resources available to 21st-century music educators, however, little is known about the presence of Native American music in the elementary general music classroom. Though North Carolina currently has eight state-recognized Tribes, it is unclear if music educators are aware of any of these, and how, if at all, they inform curriculum. The purpose of this qualitative case study was to explore the instruction of Native American music in North Carolina elementary general music classrooms. The specific research questions were: (a) how do participants describe their reasons for including Native American music in their curriculum; (b) how do participants describe their process for preparing and teaching Native American music in their classroom; and (c) what are participants' recommendations for professional development on Native American music instruction? The study also explored the intersection of Native American music instruction with multicultural music education. Suggestions were made for developing a curriculum that integrates Native American music as multicultural music education at the elementary level, and on current and recommended resources to effectively support ongoing decolonizing efforts of elementary general music classroom teachers. The results of this study will continue laying the foundation for future studies on the instruction of Native American music as multicultural music education in elementary general music classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]