This study aims to explore the experiences and meanings of participating in musicperformance activities, based on the teacher learning community, by examining ninemiddle school music teachers in Seoul. The study subjects were nine music teachers who participated in ‘A’, a school arts education revitalization research group under the Seoul Education Research and Information Institute, and the study focused on the contents of the voluntary training conducted from August to November of 2021. This study collected the 'music performance' production process and experiences based on the music teachers' learning community through in-depth interviews, observation of participation, video data, official documents, and web posts, and analyzed the meaning and experience of participation in the learning community through the phenomenological research method of 'Colaizzi'. As a result of the analysis, this study derived 52 categorized statements, 29 meanings, and 13 topic bundles based on the central phenomenon of 'professional growth'. These were restructured into the four categories of motivational factors, process factors, situational factors, and analysis results were as follows. First, the motivating factors of music teachers' participation in 'music performance production training' based on the learning community were 'desire for professionalism improvement', 'desire for musical self-actualization', 'expectation for fellow music teacher network', and'dissatisfaction with existing teacher training'. Second, the process factors were 'class sharing and mutual teaching' and 'strong responsibility for joint projects'. Third, the situational factors included 'cooperative communication', 'retrospective reflection', and'support and encouragement' appeared. Fourth, as for the result factors, the teachers 'explored artistic self and teacher community', felt 'emotional bond', and felt 'reward and pride' through music performances based on learning community, and they ultimatelyexperienced 'professional growth'. This study is expected to help clarify and interpret in-depth teachers' learning context through a phenomenological analysis of music teachers' participation in 'music performance production training' based on the learningcommunity, and to be used as basic data for developing future music teacher training development.