|Abstract||El Sistema-inspired music programs are growing worldwide but struggle with sustaining and retaining qualified and committed teaching artists. This study examined the lived experiences of three teaching artists to determine if and how they undergo social perspective change while working in an El Sistema-inspired learning environment. The research was informed by literature that examined teaching artistry, teacher perspective change, transformative learning theory, and interdisciplinary integration; the study used an interpretive multiple-case study design with a cross-case analysis to answer six research questions. This study found that participants did experience a change in perspective about social issues while working in the learning environment. All three teaching artists were aware of their expanding social perspectives and described cognitive, affective, and behavioral experiences that increased their sense of purpose in the classroom. The El Sistema-inspired program fostered transformative learning by providing the participants with a means to engage with the other, self-reflect on their experiences and act on their new beliefs and assumptions in the classroom. The participants engaged in multidisciplinary research that helped them to solve problems in their teaching practice. No evidence of a formal interdisciplinary integration step/process was found in the learning environment. Several emergent themes indicated a developmental pattern might be used to further describe and understand the social perspective change phenomenon. This study¿s results can be used to design more effective training and professional development programs for teaching artists. Higher education can use the results to develop courses that prepare students for careers in the El Sistema-inspired field.