This paper presents findings from a six-year ethnographic study of a socio-musical choir project in Spain that explicitly positions itself around the values of inclusivity, diversity, and accessibility. The study sought to capture the situated narratives of participants and their close environments, analysing how these values were enacted, experienced, and challenged over time.The research combined multiple qualitative and quantitative methods, including participant observation, a reflective field notebook, questionnaires distributed to current and former members, questionnaires to family and friends, and focus groups. This multimodal design enabled the collection of both insider and outsider perspectives from a total of 563 participants (344 insiders and 219 outsiders). The large and diverse corpus of data was analysed through thematic analysis with categories of inclusivity, diversity, and accessibility guiding the coding process.Findings indicate that rehearsals and performances were widely perceived as “safe spaces” where difference was valued and participants experienced belonging and recognition. Strategies such as repertoire in multiple languages, accessible performance venues, and the integration of Spanish Sign Language (LSE) emerged as powerful tools for enhancing inclusivity, accessibility, and cultural visibility. Within this framework, participants’ narratives suggested perceived improvements in confidence, social connectedness, and sense of empowerment, reflecting the personal and collective benefits associated with participation in the choir.At the same time, participants also identified areas of tension and challenge. These included difficulties linked to age diversity, uneven musical skill levels, language barriers for non-Spanish speakers, and the fast pace of rehearsals. Such critical perspectives underline the complexity of sustaining inclusivity, suggesting that these values require constant negotiation rather than being permanently achieved. Importantly, the analysis demonstrates the interdependence of inclusivity, diversity, and accessibility: improvements in one area tended to reinforce the others, while gaps in one dimension undermined broader goals.By foregrounding the voices of participants and their environments, this study contributes empirical depth to ongoing debates on socially engaged music-making. It shows how inclusive choral projects can foster democratic participation and transcultural dialogue, while also revealing the risks, contradictions, and ongoing labour required to make music education truly inclusive.