This study explores the nature of the elements that co-influence collaborative creativity in nd the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme "Percussion 1." Wenger's Community of Practice (CoP) and Engestrom's Activity Theory (AT) provide an in-depth analytical framework for the analysis of 14 rehearsals, 13 semi-structured interviews and 41 teachers' and pupils' reflective diary entries. Findings support the intrinsic potential for enhancing pupil wellbeing by "empowering" them through supportive statements and decision-making, and "engaging" them through the embodiment of music learning.