​Music education offers well-documented benefits for student learning; however, generalist teachers often report low confidence in integrating music into their lessons. This study applies Universal Design for Learning (UDL) principles to develop teaching resources that address teacher barriers to music integration. Using framework analysis, data collected from semi-structured interviews with ten trainee primary teachers in United Arab Emirates (UAE) British curriculum schools were mapped against UDL’s three core principles: engagement, representation, and action and expression. Despite recognising music’s holistic educational value in cognitive enhancement, memory retention, and student expression, participants reported significant barriers to integrating the subject into their lessons. These barriers included performance anxiety, a perceived lack of subject knowledge, and fear of student judgement. The barriers were most pronounced when faced with the prospect of teaching upper-primary students. Framework analysis revealed how these challenges align with the UDL’s core principles. These findings led to the development of five-step music resources, categorised into beginner and intermediate levels. Each step of the resources is designed to systematically address these identified barriers through UDL’s proactive and intentional design criteria. This demonstrates how teacher education can move beyond identifying barriers to creating structured solutions that support inclusive music integration while maintaining pedagogical authenticity.