Aural skills education affords a means of promoting traditional musics while fostering music literacy skills amongst those best-positioned to serve as future advocates of these repertoires; namely our next generation of musicians and educators. Although aural skills curricula can embrace historic models to promote a nation’s traditional music repertoires through a formalized program of study, such as with Kodály, our global traditional musics span many styles and offer a wealth of repertoire that can be readily integrated into many aural skills curricular models. Acknowledging my bias as a Classically-trained, North American-educated Music Theorist and Aural Skills instructor, this presentation identifies my experiences exploring how global traditional musics have been and could be integrated into Western-focused musicianship skills education classes to foster the development of singing, dictation, and transcription skills. While my research with field recordings are primarily linked to the traditional musics of Altantic Canadian traditional repertoires of the French, Gaelic, and English languages, my experiences teaching in Thailand has broadened my perspective concerning global traditional musics and their potential to enhance a Western-focused aural skills curriculum. Through integrating global traditional musics into aural skills curricula, our students will be better-prepared for our ever-increasing internationally-connected world.