Music learning is a crucial aspect of early childhood education. Numerous scientific studies have indicated that music affects child development in various ways, including brain activation and language development. Most importantly, music can enrich children’s lives; therefore, music should be included in kindergarten curricula. In 2017, Taiwan introduced the Early Childhood Education and Care (ECEC) curriculum framework, in which music is categorized under the aesthetic learning area, playing a vital role in the curriculum. Early childhood is a critical period for fostering aesthetic perception; thus, teachers should guide young children to become aware of, explore, experience, recognize, and practice what beauty is. The goals of the aesthetic learning area are (a) to foster children’s love for exploring the beauty of things and (b) to enable children to enjoy aesthetic experiences and artistic creation. As an integral component of the aesthetic learning area, music is central but offered differently in public and private kindergartens under ECEC. Although classroom teachers attempt to integrate music into the curriculum in public kindergartens, private kindergartens invite music specialists to teach general music and instruments in dedicated sessions. Kodály and Orff Schulwerk have been introduced to Taiwan for over 40 years and are widely used in music education, especially in ECEC settings. Although the philosophies and principles of Kodály and Orff remain rooted in their origins, music teaching methods and materials have been localized to fit the cultural context. Taiwanese folk songs and nursery rhymes are largely incorporated into the music curriculum along with the inclusion of traditional instruments are included in the ensembles. Taiwanese songs and instruments create an abundant musical culture for young children. Kodály and Orff teachers integrate Taiwanese culture and folk songs into music classrooms. This chapter focuses on a localized Kodály music curriculum, offering a sample of continuous lesson plans. Moreover, this chapter narrates an integrated Orff course design from storytelling to music learning through multi-sensory experiences. Kodály and Orff teachers in Taiwan absorb the philosophy of music education, apply the teaching methods, and curate their own music to design the curriculum. Children sing songs from around the world and play games to build their musical abilities. Both language and music serve as carriers of culture. Kodály and Orff teaching methods encourage and inspire music teachers to guide students to use their mother tongues, and Taiwanese teachers further enrich these methods within their own cultural context.