This poster presents a case study of a junior high school recorder ensemble in Taiwan, exploring how ensemble participation contributes to students’ musical identity and sense of community. The teaching approach emphasized strong foundational practice, guiding students from mastering basic tone production and rhythm to achieving collective musical goals through ensemble performance.Through reflective observations and student feedback, the project revealed that many students initially doubted their ability to play or perform successfully. However, as they practiced together and experienced progress, they developed confidence, persistence, and a sense of belonging within the group. The ensemble thus became a social space where students discovered shared interests, built friendships, and found meaning in collaborative music-making.Beyond musical skills, participation in the recorder ensemble enriched students’ overall school life and motivated some to continue engaging in music-related activities in high school. The study highlights how ensemble-based learning can nurture not only musicianship but also personal growth and social connection. It suggests that school music ensembles can serve as powerful communities for shaping students’ musical identity and sustaining lifelong engagement with music.