In 2026 the Melbourne Symphony Orchestra (MSO) Australia celebrates its 120th anniversary. Each year the MSO presents a wide-ranging suite of learning and engagement programs and experiences reflecting that music discovery is a lifelong journey that never ends. Since the 1980s, there has been a major shift away from orchestral schools’ broadcasts and concerts where the main goal was future audience development, to engagement with regular audiences with the appointment of education officers and managers and expanded offerings. Involvement in community engagement has changed from passive learning to participation with the goal to provide superior and engaging experiences for all participants with side-by-side performance and workshop sessions. The full support by orchestra management, resident conductors, and trained education personnel are vital aspects for success. Orchestral learning and engagement activities must also be linked with the scheduled and aligned with the overall concert program.This paper details a comprehensive range of activities that the MSO schedule over a year, depending on the orchestra’s concert season packages. They include jams for children, concerts with commentary before the performance, talks, panel discussions and open rehearsals. In addition to community service being one element of orchestral programs, participation by musicians in learning and engagement programs have a significant health benefit. The conformity of concert performance with a soloist in each program is balanced with workshops and opportunities for musicians to express their individuality.The learning and engagement activities administered and presented by the MSO provides an opportunity to explore the CEPROM 2026 seminar theme ‘Breaking down barriers to thriving music careers: Building community and connection’ and more specifically the sub theme ‘How do we best support musicians to develop thriving careers at a time when work-related inequality is growing and well-being is in decline?’ The authors, who are prolific concert goers, have used their own participatory experience in these learning and engagement activities, along with personal communication from colleagues who have taken part in the activities and observations of regular concert audiences. It is evident that teaching and pedagogical skills are necessary for the MSO musicians and invited guests involved in the presentation of many of the activities. When a player leaves the orchestral workplace, entrepreneurial skills and teaching pedagogy together with preparedness to work within a portfolio career provides an avenue for a musician to earn a living in a diverse and growing career.