This article investigates computer-based music composition using the CD Rom "Dance eJay" with pupils from a secondary school setting (13-15 years). Three issues are explored: the extent to which participants adopted different strategies during the composition process, how the strategies differed with respect to prior experience of formal instrumental music tuition and how the process data showed evidence of creative thinking skills in music. The design triangulates three sources of data comprising critical incident charting, on-screen manipulations and retrospective verbal protocols. The research suggests that whilst only one vertical composing strategy was used by "all" participants, creativity occurred within all the composing responses regardless of the participants' backgrounds and their prior experience of formal instrumental music tuition. The study also reveals the young people's own voices which contribute an understanding of how they constructed perceptions of their own creativity, originality and musical identity in the process of learning through music technology. (Contains 1 table and 8 figures.)