Social music projects provide important music learning opportunities for children in Brazil. More specifically, these programs are often the only source of formal music education for students in low-income, urban neighborhoods. In this current research, I investigate the impact, benefits, structure, and governance of one of the largest social music projects in the State of Bahia, Brazil. In this qualitative work, I completed over 50 interviews with students, staff, and administrators of this program and gathered more than 500 hours of field observations over a three-year period. Early analysis was completed using open coding (Saldaňa, 2015), techniques to generate themes. Additionally, collected data was viewed through dual-theoretical lens’ of Communities of Practice (Wenger, 1998) and Sociomusicology to gain deeper insight into the lived experiences and meaning making participants and staff experience in this program. Journaling, reflexive statements, sustained engagement and members checks all served as a means of establishing trustworthiness in data collection and analysis. Findings from this study suggest that participation in this community music program fosters the development of self as musician and professional. Further the sense of community is enhanced by the pedagogical structures and instructional format this program provides. The governance of the program seems to create a much more complicated landscape for understanding as the public-private partnership utilizes state and local funds.Future investigators should consider the viability of replicating similar social music projects in the United States. While community music programs often center on musical skills, possibilities exist to develop a community and personal development through music making.