In the context of globalization, the number of international students studying in China is steadily increasing. This work was motivated by the discovery of five international students from different countries who often performed together. It reflects that music activities can provide opportunities for international students to gather and to experience the local cultural environment. This study has three main objectives: to examine the educational significance of music group rehearsals and performances for individual development; to investigate how students bridge and navigate cultural differences through participation in these groups; and to propose effective strategies for teachers to facilitate conflict resolution and promote students' integration into local cultural life. This study adopts the theoretical perspective of Homi K. Bhabha's “Third Space” and employs qualitative case study methods, specifically through interviews and participatory observation. The participants in this study were a university music group comprising five international students. This study analyzed the personal development of international students within music groups, explores the evolving dynamics of collaboration among members, and assesses the instructional efficacy of their teacher during the guidance process. They reveal that music group participation enhances students' personal well-being and self-confidence, which constitutes a core individual educational benefit, and simultaneously improves their intercultural understanding. This dual outcome is mediated by the participatory mode itself: during musical exchange, students practice inclusivity, attentive listening, and collaborative negotiation, thereby facilitating cross-cultural communication and alleviating differences. Furthermore, the analysis identifies effective teacher strategies. The teacher who encourages cultural sharing, proactively bridges differences to build consensus, and flexibly adjusts rehearsal methods proves successful in fostering an integrated and harmonious group environment. This study concludes that music groups function as a significant platform for informal cross-cultural learning, thereby offering a framework for fostering open and inclusive musical environments. It further suggests that teachers, as facilitators, can actively promote cross-cultural understanding and integration by strategically encouraging student participation in such collaborative activities.