This article examines learning outcomes in relation to the pedagogical methodologies employed in a community music project involving families. The research was designed with three stages. In the first stage case studies of existing family music projects were undertaken. In the second stage findings from the case studies were applied in the design of a new musical project for families, executed in two settings. The outcomes of the new project were discussed and consolidated at a symposium in the third stage. It was concluded that there was a direct relationship between the successful methodologies and social context, and a number of affecting factors were identified, including socio-economic status, previous access to music, and the perceived role of the family members in the project.