From the perspective of aesthetic education, this paper explores the “localization” integration of primary and secondary school music textbooks and traditional cultural elements to enrich the connotation of music education and safeguard the roots of culture. It conducts research and analysis on the current situation of their integration, covering the positive manifestations of breakthroughs in multiple dimensions as well as the existing problems and challenges, and elaborates on the unique values, such as stimulating cultural emotional resonance. A series of approaches have been proposed, such as tapping into regional resources to reconstruct the content system of teaching materials. The research finds that although the integration practice has made certain progress, there are still bottlenecks. For instance, problems such as the unbalanced distribution of regional resources are quite prominent. From this, it can be seen that the integration of “localization” is of great significance to students’ cultural cognition and the inheritance of traditional culture, and it requires a collaborative innovation path from multiple aspects to deepen the integration.