In education for children from diverse cultural and linguistic backgrounds, including immigrants and refugees, linguistic education is a top-priority issue to improve their academic abilities. However, the variety of cultural education available is of the same importance as linguistic education because of its crucial role in building children’s identity and enhancing their adaptability to school culture. Linguistic and cultural education should be two of the most important aspects; therefore, multidimensional educational efforts are essential in society and schools. This paper shows the characteristics of music activities/learning related to cultural diversity in Hamburg, Germany in some cases. The extracted cases were categorized into three types: (a) school-based music-learning projects that the state government (the departments of School and Vocational Education, and of Culture and Media) plays a formal role in; (b) school concerts and music festivals organized by associations for music education; and (c) music activities/projects led by private corporations or foundations. These different types of music activities and projects that mostly targeted children from diverse cultural/linguistic backgrounds were implemented in parallel and with continuity. Not only the state government, but also private corporations and foundations emphasized the public interest and supported children’s musical experience by providing generous grants. These efforts contribute strongly to the sustainability of music education respecting cultural diversity in building a comprehensive music-learning network in Hamburg.