Music teaching activities in social/community projects generate numerous benefits for students (Bartleet & Howell, 2021; Odena, 2023). In these projects, teachers are the protagonists in conducting social and educational activities. This study presents two distinct contexts: social projects carried out in Brazil and community projects carried out in the United States. The overall objective is to investigate through a multicultural perspective, the experience of music teachers working in social/community projects in Brazil and the United States. Especifically we investigate their motivations for teaching and their perceptions of the results of their pedagogical actions in the social, educational, and cultural spheres. The theoretical foundation includes studies on motivation from the perspective of Self-Determination Theory (SDT), developed by Deci & Ryan (2000), Ryan & Deci (2017), focusing on the Basic Psychological Needs Theory subtheory; and studies on human rights—social and cultural—produced by Cassese, (1993); Ferrajoli (2001). The methodology used is a survey, and the data collection instrument is a questionnaire with 20 questions, including open-ended (qualitative) questions and a Likert scale. Partial results: A pilot study with three participants was designed to evaluate the questionnaire's internal coherence, clarity, and potential for data collection. The questionnaire evaluation allowed us to verify participants' opinions about working in the social/community project; their perceptions of the social role of work; their personal motivations for carrying out the work; and the evaluation of the results of teaching practice. The Likert scale revealed high levels of the Basic Psychological Needs Theory components: autonomy, competence, and belonging, demonstrating the participants' autonomous motivation (intrinsic motivation). Through the open-ended questions (qualitative perspective), it was possible to determine that two participants expressed greater concern for the balanced development of their students' social and musical skills, while one participant demonstrated greater concern for the development of social skills. The pilot study, therefore, allowed for the evaluation of the questionnaire, revealing that it serves the purpose of this study and can be applied to the general population in Brazil and the United States. This study, still in progress, focuses specifically on teachers, who are important agents in these projects, capable of providing significant cultural, educational, and social integration achievements for their students. The results can contribute to the field of teacher training and others that focus on conducting musical and artistic activities for the social and cultural advancement of the community at large.