In 2015, an International Non-Profit Organization (NPO) and a public university in the USA partnered for the first time to offer an annual music education workshop. This in-person residency was designed to use music as a bridge for community and collective expression between the Teaching Artists in the USA and the two participating Caribbean countries. In January 2020, the NPO and university expanded their partnership by inaugurating a virtual lab for weekly online learning opportunities, coordinating the university students in Community Engaged Learning (CEL), and supporting music learners in Caribbean countries. Now, the university faculty and student teaching artists team, comprising individuals from diverse countries and cultures, returns annually to work with community partners onsite, focusing on deepening the practice of culturally responsive teaching and pedagogy through music and styles that extend beyond the traditional pedagogical canon. In the residencies, the 12-member teaching team works with 70 and 80 students from two Caribbean countries. Classes available include violin, guitar, piano, winds, brass, chorus, percussion, and music technology. The students’ ages range from 8 to 65, including intergenerational learners, to provide accessible, lifelong music education. Language interpreters are involved in this program because three distinct languages are involved, enabling the delivery of effective lessons and the development of written materials for participating students. Both during in-person activities and in year-round lessons, the Teaching Artists are mentored to consistently engage with their students in a sincere, asset-based approach, resulting in a sustainable relationship among everyone involved. The focus of the paper, International Community Engaged Learning, is directly related to the modes of inquiry: observation, reflection, and dialogue. The paper explores: how and why this virtual/in person hybrid model of CEL is most effective for this partnership to expand and connect communities; how teachers, students and the communities on both sides of the ocean benefit; what happens during the weeklong residency; what unfolds after each residency; what is planned for the future with these communities that are continuously and increasingly connected through the NPO’s activities; and what elements might be functional as templates for other organizations. This paper also extrapolates the broader implications of using virtual (and hybrid) learning as a highly effective tool to increase access and expand engagement in music education, so that all participants—Teaching Artists, registered students, and administration—learn from and teach each other in the true Community Engagement approach to learning.