This article presents the findings of a qualitative case study on voluntary participation in morning "karakia" (incantation, prayer) and "waiata" (song) sessions, led by a group of teacher educators. This study is informed by a selective review of literature from three relevant sources: the impact of music therapy practices, culturally responsive pedagogy, and the normalisation of "te reo Maori" (Maori language) and "tikanga Maori" (Maori protocols and customs). This approach to the literature review was necessary given the paucity of research on the impact of indigenous cultural practices such as karakia and waiata in mainstream cultural contexts. Through thematic analysis of a survey questionnaire (N = 65) and semi-structured interviews (n = 9), findings showed that participants experienced an improved sense of wellbeing, an increased feeling of "whanaungatanga" (relationships and belonging) and greater confidence in engaging with Maori culture. This study could be considered a catalyst for additional research into the practice of daily karakia and waiata in educational or professional contexts to better understand the long-term effects on wellbeing and on cultural competence and confidence.