Music teachers’ beliefs, values and identity work have been found to shape and support student learning. It has been reported that Kodály-inspired practices are the most dominant form of pedagogy used in Australian schools to teach class music. Arguably, Australian Kodály-inspired music education practices offer a unique adaptation of Zoltan Kodály’s lifework and music education philosophy, particularly in secondary schools. This paper investigates the music beliefs, values and identity work of Australian Kodály-inspired music teachers. Data were generated using semi-structured interviews incorporating ‘draw and tell’ artefact elicitation with music teachers at a independent boys’ school. Teachers were found to have broad common music education beliefs and values, but varying nuisances existed between individuals despite the shared workplace. Findings indicate that Australian Kodály-inspired teachers’ beliefs, values and identity work are highly personalised, evolving, and supported by past, present and future music education study and experiences. It is suggested that there is no one rigid set of characteristics that define Australian Kodály-inspired music teachers, but rather broad shared music education beliefs and values.