This research project, a case study with ethnographic techniques, examines music teaching and learning within the context of a culturally diverse community Bible church in a rural village in Uganda. Specifically, this presentation will explore how—after years of musical investment, intentional discipleship, and theological education in worship—this congregation is developing a passion for music making that is influenced by both contemporary Christian and local worship styles. These congregants, including families from the village as well as countries across East Africa and North America, exemplify music-making and music-learning as an outflow of both their diverse community and their deeply held beliefs.For millennia, the Christian church has been a center for music teaching and learning in communities across the globe. The contemporary church continues as a forum for active, praxial, participatory music learning, forming communities of music educational practice (Campbell, 2018), as musical engagement is encouraged within the congregation. Musical understanding is constantly increasing through formal as well as informal and popular music learning styles (Benjamins, 2019; Garcia-Mejia, 2023), and music worship leaders are being trained to oversee this process. As church music making, music teaching, and music learning are explored within this global context, the pertinence of the arguments of the newer field of ethnodoxology (a study of the worship of the peoples) is highlighted (Reigersberg & Schrag, 2022).This presentation interrogates how music teaching and learning practices foster congregational engagement toward three interconnected goals: 1) musical skill development, 2) theological understanding, and 3) relational unity. This study demonstrates that these tri-fold goals are displayed within the context of three arenas: 1) multi-cultural repertoire selection, 2) intentionally designed musical instruction, and 3) worship-oriented, praxial musicking. The research findings highlight the profound influence of the role of music teaching and learning in the church and its supporting communities (including a K-12 school and a Bible college), contributing to the vibrant participation of church congregants, while promoting active participation in heart-felt, theologically meaningful worship practices.