This study into the wider opportunities pledge for instrumental music making has been conducted over a six-year period within one North West Instrumental Music Service (lMS). The aims of the study were primarily twofold, to look at large-scale pupil access to music service instrumental lessons and to consider how a music service could be used to enrich the school music curriculum. These two strands were investigated through a number of developed activities formed into a series of case studies; three of which are detailed within this thesis. One of these focused on methods of pupil curricular enrichment through themed and informative concerts given to whole school communities. The other two investigated methods of offering greater access to instrumental lessons to whole classes of children. A philosophical rationale was developed and presented as a possible model through which to support and justify these activities. The outcomes and conclusions from these cases in conjunction with the philosophical rationale offer insights into issues of teacher identity, staff training, organisation of instrumental services, as well as models for future practice and pedagogy. In this thesis I explore a series of methodological tools and how they have aided the collection of data, its analysis and the resulting understanding I have gained. I describe how an overarching Action Research methodology is used to frame and develop a series of related case studies, policy analysis and philosophical debate through a cyclical pattern of identification, implementation and evaluation of practice (Elliott 1991). Data is viewed through the socio-culturallearning theories of Wenger (1998) and Lave and Wenger (1991) by seeing the class ensemble, the school, and the IMS as inter-related communities of practice. By charting my understanding of aestheticism and praxialism I have been able to ofTer a definition of the function of music and music education as well as a useable (in the context of this thesis) philosophical rationale. The conclusions I draw inform and guide some of the issues I have encountered during this study. This element of the thesis lays bare some of my own theoretical experiences and interpretations on its course towards an understanding of how this educational phenomenon can be explained and supported through theory. The main research findings are drawn together from the conclusions made in a number of chapters. National Education policy and legislation is viewed through its interpretation and implementation at the local level. These external forces have created a unique service structure and modes of operation that shape the manner of engagement with children. Outcomes of case studies are used to forward understanding by offering insights that illuminate how organisations can model learning communities that demonstrate musical life, pleasure and understanding with large groups of children. The design of these cases encouraged a refinement of teaching approaches and the development of musical identities in both pupils and teachers alike. The thesis concludes by charting my personal development through this course of study. It comments retrospectively on my learning and the growth of understanding for scholarly enquiry, musical and educational knowledge. It also makes suggestions as to which avenues of further investigation this study could possibly lead to for others or myself.