This paper explores the narrative of two members of one of the Schools of Music affiliated to the same band club in Malta, focusing on the practice pre, during and post COVID-19 and the impact on its community impact. The paper also investigates the contributory factors of community and adult music-making as part of the social fabric. The UN Policy Brief (2020) states that the COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 190 countries. The challenge in Malta is to restore cultural interaction, fair access of digital equity, and the preservation of community tradition. Sparkman (2017) highlights ideas of updating music education to close the social gap, making it accessible for all, and validating the contribution of music to community welfare and human well-being. A similar rationale advocated by Muezzinoglu and Gorgoretti (2019) suggests catering for student interests with new music teaching approaches that are inclusive and complementary with today's social expectations. Music education needs to strike a balance between the attention to developing technical and expressive facility -- aesthetic encounter (Greene, 2001) and the social aspect of collective music-making - collectivism. In exploring the views of two members of one of the Schools of Music affiliated to the same band club in Malta, the interviewees' narratives shed light on the three categories of Practice, Participation and Social Activity. The interviews with participants not only address the sustainability of community and adult music practice, but also a sense of belonging that is the Band Clubs as a community of learners. In doing so it is focused on the music education practice pre, during and post COVID-19 in the Band Clubs and its community impact. Data was analysed with content analysis and findings suggest this community institution has and does offer socially sound music education, but with a need for informed current and future practice.