This chapter presents a case-study account of a study unit for undergraduates in a School of Music that aimed to develop students’ experiences, understandings, and practices in artistic citizenship, public pedagogy and the ecopolitics of arts practice. The unit was developed in the context of the increasing pressure for transformational change in Higher Music Education (HME) [Barrett and Westerlund (Music education, ecopolitical professionalism and public pedagogy: Towards systems transformation, 2024), Westerlund and Gaunt (Expanding professionalism in music and higher music education: A changing game, 2021)] arising from wider societal interest in collective action to solve wicked global problems such as climate change, poverty, social inequity, geopolitical instability, and racism. Higher Music Education has tended to remain removed from this discourse, pursuing instead an egocentric focus on maintaining and sustaining the discipline through the identification and nurturing of “talent” and genre-specific “expertise” that perpetuate existing practices within an unchanging system (see Westerlund et al. in this volume). Students often arrive at HME institutions with a singular focus on developing their musicianship and instrumental/vocal skills. How can we assist them to move from this egocentric focus on their music-making to consider the ecocentric possibilities and practices of their music-making? The chapter concludes by considering what has been learned from this study unit may inform ecopolitically-oriented approaches to HME curriculum design and teaching and learning practices.