As a symptom of a deeper social crisis, the nexus of ecological disruptions is not confronted adequately by simply integrating elements of sustainability education. Instead, music education must play a role in a transformative shift from ego-system to eco-system awareness. This chapter delves into the concepts of transindividualism and interbeing, exploring their implications for music education and arguing that they represent a meta-competency for navigating climate disruption and uncertain futures. Evidently, related approaches in music education, such as eco-literate music education [Shevock (Eco-literate music pedagogy, 2018)] and cultivating children’s sense of wonder [Smith (Frontiers in Education 6:1–10, 2021)], highlight the importance of music educators considering transindividual processes when designing educational practices. Hence, musical practices can be seen as a catalyst in the music classroom, facilitating audio-based adventures which foster students’ and teachers’ own (1) sense of transindividual belonging, (2) wellbeing, (3) co-creative agency, and (4) eco-system awareness. Thus, music education has the potential to contribute to broader social change by promoting values of interconnectedness.