According to the United Nations High Commissioner for Refugees (UNHCR) (2023a), at the end of the year 2022, over 108 million people were considered forcibly displaced from their homes. This number represents 1% of the world’s population. Of the displaced, 41% were under the age of 18 (World Vision, 2022). Children who are forcibly displaced witness terrible violence, suffer extreme loss, and experience starvation, insecurities, and traumas. Music participation can positively impact the well-being of displaced children. In this dissertation, I explore the phenomenon of music participation as experienced by refugee participants and its relationship to their journey. After exploring the phenomenon through data collection and analysis, I provide implications to support the development of appropriate practices in the music classroom. Using a phenomenological lens, I explored the nature of music participation for refugees who have relocated to the United States and their perceptions of the benefits they experience from these musical activities; advice refugees have for US-based PK-12 school music teachers specifically in relation to a) what they should know about refugee children and b) how they can support refugee children in the classroom; and the ways music educators can encourage and facilitate transculturation. Fifteen refugees and six experts were interviewed for this study. Findings showed refugees’ perceptions of the ways music participation benefited their well-being. Sample themes for this include music is therapeutic and music means benefiting others. Additionally, refugee and expert participants provided advice for music educators who work with displaced children. Examples of advice include how to overcome the language barrier and take time to understand students’ backgrounds. Implications of this study include building trusting relationships, harnessing transculturation, eliminating barriers, and the educator positioning themselves as a learner.