This article focuses on the use of theories of situated learning, and more specifically, theory of communities of practice in research on a local amateur choir practice. Jean Lave and Etienne Wenger’s ideas (Lave & Wenger 1991, Wenger 1998) inspire researchers to work with concepts such as community, belonging, meaning and identity work to explore processes of learning involved in communities of practices. Within a situated learning perspective, processes of learning and identity formation are integrated. Learning transforms who we are and what we can do. These ideas are illustrated by examples from a case study of Belcanto, a mixed amateur choir situated in a small community in Southern Norway. The discussion points to a positive outcome of using these theories when researching learning processes of such a choir practice, but also that the theories need to be both supplemented and adjusted when meeting the empirical material. Keywords: Choir, situated learning, community of practice