There is a long-standing belief in U.S. music education that students should learn music from other cultures. Research that incorporates elements of neuroscience, music, and culture can provide evidence teachers need to improve the design and implementation of multicultural music education curricula. The purpose of this short-form literature review is to discuss recent quantitative research in neuroscience, music, and culture to further the integration and application of neuroscientific evidence into the daily practices of music educators. This literature review includes three avenues of inquiry: (a) studies of infants’ musical perception, (b) studies from Finland highlighting the neuroplasticity of the brain, and (c) a series of experiments from the University of Washington investigating culture and the recall of music. Recommendations focus on four concepts: (a) uncovering innate musical potential, (b) developing a framework for understanding music, (c) teaching focused listening strategies, and (d) adjusting expectations in learning outcomes.