First established in Scotland in the 1870s, civilian Scottish Pipe Bands are now a global intergenerational phenomenon. In Canada, they are a diasporic reminder of the 70,000 Scots who emigrated there in the 19th century. Currently, there are more SPBs per capita in Canada than any country outside of Scotland, with an estimated 240 civilian SPBs located from Nova Scotia to Vancouver. Because Canadian SBPs exist entirely in the community, teaching pipes and drums to beginning members of all ages--adults, teenagers, and children--is done within the confines of each local pipe band. Intertwined with how members of Canadian SPBs learn and teach music are issues of identity and meaning, both of particular importance in the Scottish-Canadian diaspora. In this, the first of a four-part qualitative multi-sited case study, we explored music teaching and learning in one Scots-Canadian Pipe Band located in rural Ontario. Research questions included: How do participants teach, learn, and perform SPB music in a Canadian context? How do Web 2.0 technologies facilitate music learning in the genre? What place does this music hold in participants' lives? What role does a "sense of community" play? How is the local situated within the global and vice versa? Finally, what practices correspond to formal school music education and what are striking differences to consider?