The purpose of this autophenomenography was to explore our lived experiences in three world music pedagogy programmes. We participated in three different world music pedagogy programmes in the United States and Ghana. We gathered data through field notes and researcher journals, and by collecting interviews of other participants and programorganizers. After emergent category coding with constant comparison and dialogue, we explored salient related literature in order to root our findings in music education discourse and to find points of agreement or tension between what has been examined and our own lived experiences. Our findings are presented as thematic strands of experiencing the dynamically sublime, struggling with p-prims, engaging in comparisons of spiritual and social mores, exploring the sense of identity and community, and bringing learning home.