Artificial Intelligence (AI) continues to gain relevance, and with it, the need to initiate students to the knowledge and use of AI technology. Despite numerous recent attempts at facilitating AI education for young learners, there is still a lack of research that leverages students’ cultural identity for improving learning about AI. Therefore, we present a study aimed at investigating the effect of Culturally Relevant Artificial Intelligence Education (CRAIEd) over students’ learning outcomes, including behavioural, cognitive, and affective. We focus on the use of music as a cultural signifier that can connect with students’ identity and motivate learning. Through a mixed-methods approach, we analyse tests, self-reported questionnaires, and students’ self-reflections, to evaluate the influence of CRAIEd on students’ knowledge and attitudes towards AI. Findings reveal that CRAIEd that explicitly involves students’ cultural background has a positive impact over students’ learning outcomes. Implications from this study will contribute to the understanding of learning about AI in a culturally relevant educational programme, and at the same time having practical implications for fostering learning about AI situated in a specific cultural context.