Keywords:Pedagogy, homelessness, Practice as research The purpose of this paper is to present mid-way reflections from a three-year collaborative research project involving a partnership between Iceland and the UK. Three lines of enquiry frame the project, context, musical doing, and impact. Theoretically underpinned by pedagogic approaches described within the community music and music education literature as non-formal, inclusive, creative, and co-authored, the enquiry explores the work of Metamorphonics, a community interest company which creates environments for both music students in higher education and adults in recovery from life-altering trauma and/or illness, including people with lived experience of homelessness and mental health. Using a combination of practice as research, ethnography, and documentary video, the team includes senior and early career researchers, plus Master students. With illustrations of practice from Reykjavik, London, and York, we will consider the project’s history, creative strategies, partnership building, and the current impacts happening both for the individuals and the various stakeholders, including education institutions, charity organizations, and venues. Implications for music education include creative music-making techniques and pedagogic approaches, education and charity partnerships, and participant-responsive research design.