Across the globe, music brings people together. Whether it be through ensemble music making or simply being in the same room, community is formed through a common goal of creating and performing with people who matter. The COVID-19 pandemic created a break in the ability to build community in music classrooms, as the worldwide phenomenon created rifts in social relations (Schmidt, 2023). The NAfME research journal Update has specialized in providing research-backed practitioner-centered approaches to music education since 1982 — readers can garner practical applications of data-supported topics to employ in varied music classrooms or studios. Wenger (1998) outlined his community of practice framework in describing how communities use common knowledge and tasks to come together and build knowledge. The three main tenets — joint enterprise, mutual engagement, and shared repertoire — provide a useful tool to describe how community can be built and sustained. This paper will seek to analyze articles from Update from 2014 to 2024 that include aspects of community within the music classroom. Community can be formed, fostered, and developed through numerous tactics --- "we're all in this together" (Burton et al., 2011) puts it in simple but usable terms. Using the Community of Practice as a framework for analysis, I will seek to examine how published articles have sought to develop community in music through a theoretical lens. This time frame is specifically chosen to address the problems and challenges of the worldwide COVID-19 pandemic. Research questions seek: - to gain a broad understanding of aspects of community overall: How do music educators build community within their classrooms and studios? - Is there a change of tactics within Update submissions regarding community building before, during, and after the COVID-19 pandemic? - What are the most common strategies for community building, and what are the long-term effects of implementing these strategies within the music classroom and studio? Findings from this content analysis will provide further insight into how aspects of community have changed with the COVID-19 pandemic, as well as seeing the most common contemporary strategies teachers use and support for building community within the music classroom or studio. Using Wenger’s framework (1998) will provide a useful mechanism for analyzing not only what Update writers suggest for the profession, but how their work can be potentially used and changed for future development in this research and practical application within music classrooms.