Educators are often called to action to improve the teaching and learning in their classrooms. I personally encountered challenges in fostering engagement within my choral classroom, which motivated this study. The purpose of this study was to examine the effectiveness of implementing Dalcroze-inspired teaching principles and activities in the middle school choral rehearsal. More specifically, I examined how Dalcroze participation impacted student engagement, musical skills, and musical performance in the choral setting. Choral director-researchers embrace movement as a pedagogical tool in the choral classroom, claiming it can enhance student engagement, musical skills, and performance (Kilpatrick, 2020). However, few researchers have empirically evaluated the effectiveness of Dalcroze techniques in the choral rehearsal. Research on this topic during the last decade has revealed that Dalcroze instruction can provide various musical and non-musical benefits for choral students’ learning (Daley, 2013; Hylton, 2020; Pretorious & van der Merwe, 2019, 2020). However, no action research studies have been conducted to evaluate the effectiveness of the Dalcroze approach in the middle school choral rehearsal setting. To address this research gap, I conducted a practitioner action research study integrating both quantitative and qualitative procedures. I collected data using the Music Self-Perception Inventory, Short form (Morin et al., 2016), participant journals, field note observations, and semi-structured interviews. Results from the mixed methods analysis indicated that integrating Dalcroze-inspired activities and strategies into the choral classroom can be effective for enhancing student engagement, musical proficiency, and musical performance. The lessons influenced the students’ roles as embodied learners, providing connections to the embodied cognition theory, which served as the theoretical framework for this study. Additionally, participating in this practitioner action research study had a profound impact on me as the facilitator. This study offers noteworthy implications for the music education research community, choral music teacher training programs, and choral practitioners. By elucidating the potential of the Dalcroze approach in teaching and learning within the choral context, it expands the possibilities for both current and future educators.