Background and Aim:Contemporary educators are navigating increasingly complex challenges, including addressing the mental health and trauma-related needs of students while also contending with political pressures within and beyond school communities. In this context, music education can serve as a powerful avenue for cultivating psychologically safe environments. Music classrooms often function as inclusive spaces where individuals experience a strong sense of belonging and community. For such environments to thrive, it is essential that all participants—students, educators, and administrators—feel valued, heard, and included in the decision-making processes that shape their learning and teaching experiences.Method and Purpose:This qualitative pilot study explores successful community-building practices in two distinct educational settings: a junior high school choir program and a state university music department. The co-researchers conducted informal, semi-structured interviews with music students and educators to examine existing approaches to fostering community. The study aimed to (1) identify which strategies were perceived as most impactful, and (2) develop a list of both established and emerging practices for cultivating inclusive and connected music learning communities.Results and Conclusion:Preliminary findings highlight the significant role of student leadership and student voice in fostering a strong sense of community within music programs. When students are given opportunities to participate in leadership and contribute to program decisions, they are more likely to feel ownership and connection. However, community building is not without challenges; the process can be complex and emotionally demanding, particularly during times of broader societal stress or negativity.Key themes emerging from the interviews include the importance of mutual respect, trust, and clearly defined personal boundaries in developing professional and supportive relationships. These findings suggest that intentionally designed community-building efforts can positively influence the culture of music programs at both secondary and postsecondary levels.