This qualitative study describes the impact of musical learning on the social development of second cycle students in vulnerable contexts. In-depth interviews with educators were used to explore perceptions and experiences related to the implementation of music programs in these environments based on students' situation of vulnerability. The findings highlight the positive role of music in areas such as self-esteem, collaboration and social inclusion. Additionally, effective strategies and challenges in integrating music into the school curriculum were identified. These results inform the design of pedagogical proposals aimed at promoting social development through musical learning. The research offers a basis for developing and implementing music programs that address the specific needs of students in vulnerable contexts, focusing on a descriptive approach that highlights the experiences and perceptions of participants.