The purpose of this study is to gain insight into the impact that children experience when participating in community music programs, as perceived by their parents. Community music programs are learning environments where music-making is not the ultimate goal, but rather a means to promote social development and strengthen community connections. Instead of focusing on the perspectives of teachers or students, this study centers on parents’ views of their children’s growth and experiences. Parents offer a unique lens for this inquiry, as they observe their children both before and during participation in these programs and bring an external, non-specialist perspective, not influenced by professional interests in music education. To analyze the findings, this study employs Bronfenbrenner’s Ecological Systems Theory (1992) in connection with Bartleet’s Conceptual Framework for the Impact of Community Music Programs (2023). The following research questions guide the investigation: (1) How do parents perceive the impact of community music programs on their children’s development and life trajectories? (2) Why do parents choose to enroll their children in community music programs instead of other activities? (3) What non-musical skills and abilities do parents believe their children develop through participation? (4) Which program experiences do parents identify as most impactful for their children? This mixed-methods, multiple-case study examines three tuition-free community music programs with comparable missions, audiences, and sizes. Prior to fieldwork, a quantitative survey with Likert-scale and multiple-choice questions was distributed to parents to complement qualitative data collection. During site visits, five parents from each program participated in individual interviews and focus groups, offering detailed accounts of their perceptions and experiences. This study aims to provide insights into how community music programs can strengthen their engagement with families and design practices that better support children’s holistic development. Parents play a crucial role not only in enrolling and encouraging their children’s participation but also in sustaining their involvement, fostering friendships, and advocating for the program within the broader community. Understanding their perspectives can help programs design more inclusive, effective, and community-oriented approaches—enhancing both educational and social outcomes.