Australia is a culturally and linguistically diverse country, with a large proportion of the population originating from non-English speaking countries. One of the significant challenges for non-English speakers living in Australia is the ability to verbally communicate in English. Twenty to 25% of children in Australian schools have English as an additional language or dialect (EAL/D) (Commonwealth of Australia, 2016; Hammond, 2014). These students can struggle in the classroom as they both learn the English language, whilst being taught in the English language which they may have little to no working function knowledge (Kibler, Valdes, and Walqui, 2014). Further, intelligibility of communication can be affected as a result of poor pronunciation in the target language. This research investigated the potential of an eight- week music intervention, which drew upon principles of audiation from Gordon's Music Learning Theory, for developing pronunciation in students with EAL/D. Results indicated that five of the six student participants with EAL/D demonstrated improvements in their pronunciation when speaking in English as a result of the intervention. This research indicates positive correlations between the use of a specific music intervention drawing on principles of audiation and the development of pronunciation for students with EAL/D. Recommendations for future research in this area have been presented.