The practice of Dalcroze eurhythmics pedagogy crosses borders, arriving to Latin America both culturally and pedagogically under the notion of “creative assimilation” - a concept introduced by Cuban anthropologist and ethnomusicologist Fernando Ortiz y Fernández (1861-1969) in 1940. The practice of Dalcroze eurhythmics in Latin American countries is creatively assimilated by using traditional rhythms, instruments, and music genres within the teaching-learning process. The essence of experiencing music with a holistic approach and therefore, maintaining the essence of humanity, provides Dalcroze eurhythmics wi th the possibility to cross geographical, cultural and pedagogical borders. Moreover, Latin American practitioners face unique challenges in order to experience an effective teaching practice under specific cultural conditions whilst creatively assimilating the fundamental traits of Dalcroze eurhythmics pedagogy. In order to illustrate these ideas, the perspective of Latin American Dalcroze practitioners embodied in the two special issues of Dalcroze Connections published by the Dalcroze Society of America (2021-22), will be discussed.