In recent decades, there has been a marked increase in the number of migrant students enrolled in various higher education institutions in Portugal. According to official documents, the figure rose from approximately 18,682 in 2008 to approximately 77,400 in 2024 (PORDATA, 2025). For the 2022/2023 academic year, data published by the Directorate-General for Education and Science Statistics (DGEEC, 2024) show that the nationalities most represented among migrant students enrolled in higher education come predominantly from Brazil, Portuguese-speaking African countries (PALOP), and France. Thus, intercultural coexistence, based on fundamental equality among people, finds in music a privileged vehicle for the socioeducational integration of migrant students in higher education, transforming cultural diversity into a shared resource that generates a sense of belonging. This exploratory study aims to demonstrate the potential of musical practice as a vehicle for the social integration of migrant students in higher education in Portugal, specifically in a higher education institution in the northern interior of the country. Using a qualitative methodological approach based on semi-structured interviews, the study explores the perceptions and experiences of members of international student associations and social institutions that work directly with this population. The results of this study indicate that musical practice, centered on the concept of “Musicking” developed by Christopher Small (1998), acts as a central element in promoting socio-educational integration, personal and professional development, and the preservation and promotion of multiple cultural identities. We conclude from this study that the benefits of musical practice help to overcome socio-educational and cultural barriers.