Several studies support the notion that singing the songs of a foreign culture can reduce prejudice and improve intergroup relations in elementary school children. The current article presents theoretical and empirical support for one potential mechanism underpinning this effect, namely, that singing songs may highlight commonalities and generate a collective identity across intergroup boundaries. Twenty‐nine elementary school children (mean age = 10.73 years) in two predetermined groups participated in a 6‐week, crossover study in which they received two singing interventions: (1) singing songs from their own (ingroup) culture and (2) singing songs from foreign (outgroup) cultures. Quantitative and qualitative data analyses demonstrate that singing foreign songs led to higher levels of perceived commonality toward outgroup others and promoted the adoption of a collective identity. Furthermore, interviews elucidated that singing foreign songs encouraged children to appreciate the unique identity of each culture while acknowledging their shared common humanity, suggesting the cultivation of a dual identity. Theoretical and practical implications of these results are discussed.