As migration continues to reshape school demographics across the United States, the number of migrant students enrolled (or not) in PK-12 public schools has steadily increased. While the Migrant Education Program (MEP) provides critical support services, limited funding and high student mobility often hinder consistent educational access - particularly in music education. These barriers have prompted innovative partnerships to ensure that migrant students can still engage in meaningful musical experiences outside of the traditional music classroom.This narrative student investigated the lived experiences of preservice music educators, members of a local Archdiocese, and migrant student participants involved in a summer music education program in the Pacific Northwest. Using Yosso’s (2005) Community Cultural Wealth framework, the study centers the strengths and cultural assets of migrant communities, rather than framing them from a deficit lens.Participants included four preservice music educators who served as instructors, three Archdiocese staff members who support migrant farmworker families, and four student participants. Data sources consisted of semi-structured interviews, participant surveys, and a variety of artifacts. There were three guiding questions:(a) How do stakeholders describe their roles in the music education of migrant students?(b) How do teaching, learning, partnership, and participant reflect aspects of community cultural wealth?(c) What benefits do participants perceive from a music education and musical experiences?Analysis revealed five central themes:1) A dichotomy of belonging and (un)belonging between instructors and students,2) Increased happiness3) Perceived roles of music education in supporting emotional well-being,4) Connections and Community Building5) Importance of music learning beyond the “traditional” classroom contextThis study highlights the potential of cross-sector partnerships - including faith-based organizations, teacher education programs, and local communities - to address inequities in music education for migrant populations. Implications include the need for cultural responsive and sustaining pedagogies in music teacher preparation, intentional community engagement, and recognition of the rich cultural knowledge migrant students bring to learning environments. Further, this demonstrates the need for a continued asset-based approach to music education affirming student identities that fosters inclusive, connected communities of learning.