This study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers' pedagogical implementation, and how these pedagogical practices are represented in today's classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the community Panyard contributing to its global growth. The symbiosis among instructional practices in the Panyard, the K-12 system, and postsecondary institutions continues to be the fertile space for understanding steelpan curriculum and instruction. Using the lenses of Culturally Sustaining Pedagogy, Decoloniality and Legitimation Code theory I analyzed these Panyard steelpan experiences and their impact on teachers' pedagogical practice. I used some of the data to map the observed integrative knowledge building using the Autonomy dimension of Legitimation Code Theory. "Within-group cultural practices" and "common, across-group cultural practices" (Paris, 2012, p. 95) were also analyzed iteratively, contributing to the growth of both the researcher and participants. This study intentionally provided opportunities to understand Steelpan's histories and social constructs better. Moreover, participants' backgrounds, biographies and experiences also provided contextual evidence for their pedagogical perspectives (Greene, 2001). I also gained greater clarity about how each participant's relation and proximity to the Panyard steelpan experience was demarcated by familial influence, and more importantly, participants of this study represented a "critical conscious" community that bridged the Panyard and the School (Gay, 2002; Ladson-Billings, 1995; Paris, 2012). I recommend creating and developing a Panyard steelpan curriculum and intentional Panyard steelpan experiences for pre- and in-service music teachers to value and sustain the contribution of the identified steelpan pedagogical elements and their corresponding histories. Since the study is in Trinidad and Tobago, which invented the steelpan, many opportunities may also be provided for global future curriculum development, professional development, alternative pedagogical approaches, assessment, and learning outcomes in steelpan studies. [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.]