Despite widespread advocacy for equitable access to music education, children’s outcomes in music education continue to depend largely on the family into which they were born. In the United States, children from families of higher socioeconomic households and those with access to private instruction are more likely to persist in school music ensembles than their less-advantaged peers (Elpus & Abril, 2024). Scholars in music education have long emphasized the role of family support in music learning through communicating with teachers, monitoring home practice, attending performances, and participating in parent groups (McPherson, 2009; Olivera et al., 2023; Zdzinski, 2013). However, these forms of support are not universal but reflect a particular sociodemographic profile, as leisure time structured through organized activities and high levels of extrinsic support are more common among middle-class families (Lareau, 2013).Several scholars have shown that dominant perspectives of family engagement in schooling often reflect White, middle-class norms, privileging certain parenting practices while marginalizing others (Baquedano-López et al., 2013; Ishimaru, 2019). While significant insights have been gained into the musical practices and lived experiences of middle-class families (Ilari, 2016; Youm, 2013), an equitable approach to family engagement in music education also requires the knowledge and expertise of families from underrepresented groups. Yet comparatively little is known about how working-class or low-income families support children’s music learning at home or in formal music instruction.This presentation will report findings from a multiple embedded case study exploring the experiences of low-income families with formal music instruction. Participants include four caregivers whose children began instrumental music at a Title I elementary school and have pursued further study in out-of-school music programs. The context for this research is formed by two programs: a precollege strings institute and a community youth orchestra, with each program comprising its own case consisting of two caregivers, one instructor, and a program director. Data sources include focus groups, semi-structured interviews, participant journals, observations, and document collection. Analysis will take place recursively following the constant comparative method with data collected during fall 2025. Interpretation will be guided by Lareau’s (2013) framework of concerted cultivation and the accomplishment of natural growth.Findings will highlight the strategies participants used to support their children’s music learning, their perspectives on community strings programs, and the extent to which these programs aligned with their own approaches. By inductively generating knowledge about the lived experiences of working-class and low-income families, this study will advance theorization of equitable family engagement in music education and offer insights for designing programs that more effectively support diverse families’ participation in music learning.