The concept of hope, defined as a cognitive-motivational construct, has been explored in psychological research, but not yet in connection with music education. Snyder et al. (2003) emphasize that hope, characterized by goal-directed thinking, improves academic performance. Their work highlights two key components of hope: agency (the belief in one’s ability to achieve goals) and pathways (the strategies to reach them). Research by Tomas, et al. (2019) supports this, demonstrating that hope and self-efficacy are significant predictors of engagement, which is the strongest determinant of academic success. In addition, Wei, et al. (2025) found that increased teacher self-efficacy can improve student outcomes in music education. The purpose of this study is to examine the lived experiences of children and their pre-service teachers involved in an after-school violin program that is rooted in well-sequenced, goal-directed string pedagogy, self-efficacy strategies, and Hope Theory. Using qualitative methods, we gathered lived experience descriptions (LEDs) through observations, interviews, teacher journals, caregiver feedback, and other related artifacts such as artwork. We also administered the Child Hope Dispositional Scale (Snyder et al., 1996) and Teacher's Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) at the beginning and end of the study to chart any changes in results. The primary questions that guided this research were: 1. What are students’ lived experiences of participating in an after-school strings program? 2. What are the pre-service teachers' perceptions of the students' lived experiences of participating in an after-school strings program? 3. How do the students connect string instruction to their feelings of hope for their future successes? 4. How do the pre-service teachers connect their feelings of self-efficacy with their experiences teaching an after-school strings program? Results over the course of a year of instruction indicate that the use of intentional strategies may cultivate hope and feelings of self-efficacy among string students and teachers.