The increasing number of migrant students in Australian secondary schools highlights the urgency of addressing issues of cultural adaptation, identity formation and belonging. During adolescence, young migrant students frequently encounter challenges such as linguistic, cultural, and social barriers, which may lead to lower levels of belonging and overall well-being. Music participation, particularly in group music activities, has been found to be an effective medium for fostering social connections, enhancing cross-cultural understanding, and regulating emotions. Extracurricular group music activities, such as choirs, bands, and ensembles, provide unique opportunities for migrant students to navigate a new educational environment beyond the formal classroom in school settings. However, little attention has been paid to the impact of extracurricular group music activities on migrant students' sense of belonging, and research focusing on Chinese migrant student groups remains particularly scarce.The research aims to explore how Chinese migrant students experience and perceive participation in extracurricular music groups, and how such participation affects their sense of belonging and overall well-being. This qualitative study draws on Kenny’s (2016) Communities of Musical Practice (CoMP) theory, which includes three themes: Community, Musical and Practice. A multiple case study design was adopted. Participants include Chinese migrant students (Years 7-12), their parents and ensemble leaders from Sydney secondary schools. Data was collected through semi-structured interviews, student music participation diaries, and teacher memos. Thematic analysis was conducted both within and across cases to capture individual perspectives as well as differences between cases, with triangulation applied across multiple data sources to enhance credibility.Through the lens of the CoMP theory, preliminary findings suggest that extracurricular group music activities are perceived as a “community”, providing a safe space for Chinese migrant students in Sydney secondary schools, supporting cross-cultural relationship formation, musical identity construction, and musical agency development. Furthermore, findings point to dynamics outside the CoMP framework, underscoring the importance of external factors in maintaining belonging and the overall well-being of migrant students. However, negative experiences also persisted, highlighting the need for inclusive teaching. This study is expected to contribute to research on immigrant education and music participation by extending the theoretical application of CoMP. It also offers practical implications for music educators and program designers aiming to create inclusive, supportive, and culturally responsive learning environments for migrant students.