As a professional tubist, I have found that the skills I acquired by participating in a tuba/euphonium ensemble (TEE) have helped me in my career. This dissertation explores different aspects of the TEE and how they affect the musicianship and wellbeing of students. Chapter 1 reviews the historical context of TEE, from the earliest like-instrument brass ensembles in the United States to the origins of TEE in American universities. Chapter 2 explores collaborative learning, a practice that is focused on the creation of knowledge rather than outcomes, and how it benefits student wellbeing. This is followed by an explanation of different pedagogical techniques that are useful when teaching a TEE. Chapter 3 discusses the competencies set forth by the National Association of Schools of Music (NASM) and how a TEE course can meet those competencies, followed by a questionnaire sent to tuba/euphonium students and professors around the United States regarding the value of TEE. The results of this questionnaire suggest that TEE is viewed as a valuable part of a collegiate music education. Chapter 4 puts previously stated ideas into practice by outlining necessary steps to running a TEE as an instructor and considering extramusical factors like syllabi and university policies. The dissertation ends with reflections on the benefits of TEE.