This article examines the outcomes of senior high school (SHS) music and dance education in the context of globalisation and current sociocultural transitions occurring in Ghana. The research analysed the experience of educational administrators, teachers, and students across varying socioeconomic strata in the Ashanti Region, the Central Region, and the Greater Accra Region. The findings suggest that Ghanaian SHS music and dance education improves students': (1) success in school, (2) artistic knowledge, (3) cultural competency, (4) career preparedness, (5) social skills, and (6) wellbeing. The study employed ethnographic and multiple case study approaches. Post-colonial theory and interdisciplinary African arts theory informed the research. The research outcomes inform discussion about the contribution of music and dance to student academic performance in Ghana and post-colonial contexts.