The authors examine research regarding older adult music participation published between the years of 2014 to 2024 to identify main themes within the existing literature. In total, 55 articles were examined from 11 music education peer-reviewed journals and four additional peer-reviewed journals that range in scope from psychological studies to music therapy. In terms of methodologies, the majority of the literature from the chosen journals consisted of qualitative studies (n = 25), primarily narrative inquiries and case studies. A number of articles featured in the sections overviewing mental and physical health benefits used quantitative (n = 6) or mixed-methods research designs (n = 14). Additionally, literature reviews (n = 7) overviewing older adult participation in a number of contexts were also chosen. The authors identified four main themes in the reviewed literature including: finding community in older adult music participation; music participation and its impact on the quality of life (QoL); psychological and mental health; and the physical and cognitive aspects of health in music participation. Furthermore, numerous limitations and barriers were recognized ranging from socioeconomic status to diversity, equity, and inclusion. They conclude by advocating that understanding the benefits of active music participation is not only pertinent to those working with the population but can also paint a fuller picture of how lifelong music participation and the field of music education can exist beyond the scope of the traditional K-12 school setting. A call for further research is made, particularly highlighting strategies to remedy barriers and evolve the topic into existing and future twenty-first century pedagogical ideals.