The purpose of this study was to identify the key educational conditions required for sustainable instrumental ensemble programs in elementary schools and to propose practical improvement and support strategies so that such programs can function as continuous, curriculum-based learning rather than one-time, event-oriented activities. A qualitative research design combining a literature review and interviews was employed. The literature review organized core environmental factors for ensemble implementation into four categories: (1) physical environment (instruments, rehearsal space, instructional resources), (2) human environment (teaching expertise and support personnel), (3) instructional and psychological environment (cooperative learning structures and psychological safety), and (4) administrative environment (budgeting, operational structures, and community partnerships). Based on this framework, semi-structured interviews were conducted with key stakeholders, including school administrators, music teachers in charge of ensembles, music education experts, and parents. The findings indicate that challenges in operating elementary instrumental ensembles arise not from a single deficiency but from the interdependence of physical, human, instructional-psychological, and administrative factors. In particular, stakeholders emphasized the urgency of strengthening administrative foundations―such as establishing stable, recurring budget lines and ensuring timely budget execution―alongside improving physical conditions related to instrument supply, maintenance, and the provision of appropriate rehearsal and storage spaces. The need for multi-layered instructional staffing support and clear minimu m operational standards was also highlighted. Although priorities differed across stakeholder groups, there was broad agreement that sustainable implementation requires a phased and integrated approach, including the stabilization of budgeting and execution systems, the establishment of minimum physical standards, the expansion of staffing support, the specification of instructional principles that promote cooperative learning and psychological safety, and the institutionalization of community partnerships.
