Abstract: Based on the theories of community and learning communities, this study sets against the backdrop of pre-service music teacher education, innovatively proposes the concept of "Multiple Learning Communities" (MLC). This model uses multiple mentors and cross-course themes to create a learning network. This network connects students, university mentors, working music teachers, and students from other subjects. It helps pre-service music teachers grow by supporting them through a three-dimensional drive involving cognitive integration, social interaction, and emotional support. This research breaks through the limitations of a single community, achieving a multidimensional integration of learning goals, social embeddedness, and emotional connection into an organically integrated learning community. Adopting a grounded theory approach, this study employed Nvivo 14 to conduct a qualitative analysis of semi-structured interview data from 25 pre-service music teachers, exploring the impact of the MLC model on their academic self-concept, emotional support, and social development. The results show that the MLC model had positive effects in these areas: 1.  Bidirectional Enhancement Between Theory-Practice Transfer and Self-Concept in Collaborative Tasks. Most interviewees (20/25) reported that combining different types of knowledge helped them use what they learned in real situations. This process also evidenced a bidirectional reinforcement mechanism between academic self-concept and learning behaviors, establishing a crucial bridge for transforming individual performance skills into teamwork, musical proficiency into teaching demonstration, and educational theory into teaching practices. 2. Dynamic Role-Shifting Promotes Social Development. Taking on different roles encouraged learners to use higher-level thinking and social skills—like questioning, combining ideas, and self-reflection—to address challenges. This showed the value of learning together and helped blend three key skills: performance skills, music theory, and educational theory. 3. Emotional Support Activates Learning Initiative. Nearly all respondents (22/25)  experienced intrinsic feelings of being valued and recognized, which stimulated their learning initiative and self-motivation. This feeling boosted their willingness to learn and drive to succeed. This emotional support serves as a core internal foundation for creating a "student-centered" learning environment. Building on these results, the study further discusses how such multi-learning communities can be built. Focusing on the dual identities of "musician" and "educator", such as adopted dynamic evaluation and structured learning methods. Keywords:Multiple Learning Communities; pre-service music teacher education; implementation strategies and effects.