The purpose of this ethnographic study was to investigate the Montclair State University's West African drum and dance ensemble. Analyses of the data revealed three themes related to individual participants and the "lived reality" of the group as a whole, and to the social-cultural teaching--learning processes involved: spirituality, community-as-oneness, and communal joy. My motivation for undertaking this inquiry arose from the fact that, beginning in the 1960s, music education scholars in the United States have been concerned about the widespread marginalization of non-Western musics in American music teacher education programs. This situation is still a major concern because American undergraduate and graduate music teacher preparation remains overwhelmingly dominated by Western classical styles. This situation runs contrary to the massive social, cultural, situational, and musical diversity of American students' lives. As one small effort to advance musical diversity in my own university music school context, I developed the proposal for and initiated the Montclair State University's West African drum and dance ensemble.