Music educators embody educational theories through their teaching practices be it intentional or not. By recognizing and examining the instances in which music teachers apply theories in their classrooms, significant insights can be gained towards more effective pedagogy. This paper considers real-life examples of how educational theories manifest in the practices of some elementary and middle school music teachers in Colorado Springs, CO. The first section of the paper will detail the classroom observations that I conducted within three music classrooms located in Colorado Springs District 11. In the second section of this paper, I will introduce some educational theories and analyze specific instances in which the teachers I observed incorporated them into their teaching practices. The final section of this paper serves as a space to reflect on the process of completing this thesis while summarizing the most valuable insights that I gained.