The purpose of this dissertation is to explore the experience of participation in the University of South Carolina String Project (USCSP), a nationally recognized string teacher education program. This case study examines the USCSP from the fall semester of 2009 through the fall semester of 2010, in order to understand how each group of USCSP participants - the university undergraduates, the community, the faculty and institution - experience their engagement in this community-university partnership. Interactions, participant observations, semi-structured interviews, videotapes and journals are utilized to elucidate the USCSP participant experience, including perceived benefits and challenges posed to each group of constituents.

The USCSP experience for the undergraduate teachers is characterized by development of a teacher identity, the value of both vertical and horizontal mentor relationships, and learning to balance the responsibilities of a demanding teaching, musical, and academic schedule. The USCSP community partners communicate an experience that celebrates the opportunity to learn and make music with others, to have access to affordable instruction, and to find mental challenge and enjoyment in weekly USCSP activities. The USCSP faculty and institution members express a responsibility to implementing the university mission, to helping USCSP preservice teachers become effective and prepared professionals, and to inspiring members of the Columbia, South Carolina community to find and make music throughout their lives. Musical, personal, financial, and social benefits and challenges are documented for each group of USCSP participants. The USCSP is revealed as a site of community music-making, welcoming, and hospitality.