In an earlier content analysis of 1,050 TikTok music teaching videos established that the platform offers a diverse array of content related to music education. Beyond music tutorial videos, there were also examples of classroom music sharing, comedy acting, and the sharing of musical lives. In this follow-up study, thematic analysis has been undertaken in the comments sections of the videos that proved most typical in the initial analysis. The central research question was to discover whether Communities of Musical Practice (CoMP), following the definitions of Kenny (2016) were to be found thriving in those online spaces. 1450 comments related to the research context were included in the analysis, from a corpus of 3800 comments gathered from 19 English-language music instruction videos. Analysis showed that a professional development CoMP is flourishing around music education videos on TikTok. However, some redefinition may be required: “legitimate peripheral participation” (Lave & Wenger, 1991) can involve listening and feeding back, rather than merely making the music. Since the system does support video collaborations, but not in real time, not all musical activities are directly analogous to those documented in the literature (even the online literature). The strongest themes arising from the analysis include participant musical identity, initial responses of commenters, and communities on TikTok. The results also revealed the connection in the CoMP between commenters and video creators. In some cases, it was clear that commentors support creators, or address specific concerns, by sharing and showing their personal experiences.