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The inclusion of music is central to early education pedagogy as an efficient means of conveying information and a mechanism for knowledge retention, yet these tools are generally omitted from higher educational approaches. Drawing on prior studies highlighting how musical assignments successfully supplemented traditional criminal justice coursework, a criminological theory course was redesigned with music as a core component. Musical selections were included and discussed in each class meeting as well as being tied to class assignments within a pilot course. Teaching techniques were refined over several semesters with the revised course framework including more student involvement, somewhat approaching a flipped classroom model whereby the instructor and students equally shared musical selections relevant to course curriculum. The instructor perceived students were more invested in the …