K-12 classroom music educators are a passionate, smart, and caring group of musicians who may be especially open to Body Mapping. Some recent empirical studies examined the implementation of Body Mapping principles in beginning orchestra classrooms with exciting results (Rader, 2023; Ross, 2022). Music educators often have access to hundreds of music students each school year, and successful integration of Body Mapping with classroom pedagogy may answer some researchers’ recommendations to begin teaching body awareness and wellness earlier in musicians’ training (Brandfonbrener & Kjelland, 2002; Palac, 2008; Pierce, 2012). However, understanding the special considerations of classroom music education are crucial to supporting the particular needs of music educators in their use of Body Mapping with themselves and with their students. The aim of this session is to give ABME members the tools to empower and guide classroom educators to successfully use Body Mapping in their teaching. Citing other research, I will share my own experience of using Body Mapping in my middle school classroom and other settings with young student musicians, in addition to what I’ve learned teaching the WEM course to other K-12 music educators.